Objectives. Although there have been some studies of the characteristics of orthodontic students and orthodontic programmes in the US, there has been little investigation of those in the Commonwealth. This study will attempt to identify the demographic characteristics of postgraduate orthodontic students, and the curriculum and organisation of orthodontic programmes in the English-speaking world, with the hope that this information may be used to aid in the planning of orthodontic training and future treatment provision. Materials and Methods. An on-line survey was used to question postgraduate orthodontic students studying in the 93 programmes worldwide in countries where the first language is English. The questionnaire itself was built using the online survey tool www.surveymonkey.com and was accessible to respondents for two months (January 2007 through March 2007). Statistical analysis was then carried out using the SPSS statistical program. Results. Of the 301 respondents, 55% were male and 45% female; 57.8% were from US programmes and 42.2% from the Commonwealth. The mean age of respondents was 29.8 years. The mean programme duration was 31.0 months in the US and 37.1 months in the Commonwealth, with the mean total patient loads being 84 and 106 respectively. A wide variety of treatment modalities were used in both groups. The mean annual tuition fee was considerably higher in the US (US$23,200) than in the Commonwealth (US$16,500); however, a higher proportion (47.2%) of US respondents received scholarships or stipends than Commonwealth respondents (29.1%). The overall mean debt upon graduation was US$118,200 and the mean expected income five years after graduation was US$283,200. Private practice was the most popular career path (90.3%), with fewer than one-third of respondents indicating that they would consider an academic career. Conclusions. The current study indicates that the demographic characteristics of orthodontic students are very similar to those most recently reported. Certain trends have continued, such as the increasing proportion of female students, and the increase in programme duration in the US. Data presented in the clinical and financial sections of this represent the greatest areas of change. Total patient case-load is increasing, and the types of treatment being carried out by students show marked differences from previous studies. The continuing increase in tuition fees is reported, along with increased levels of debt upon graduation, and this is seen to be having an effect on the expected career paths of orthodontic students, with fewer students looking to enter an academic career. This situation may need to be addressed to ensure the continued development and strength of orthodontic faculty members, and, hence, that of orthodontic training programmes.

Thesis (Ed. D.)--West Virginia University, 1996. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

Thesis (Ed. D.)--West Virginia University, 1996. / Includes bibliographical references.

In an atmosphere of declining support, rising costs, and an increasing emphasis on quality education, the need for effective fund-raising is important to American higher education. During the past decade, institutions of higher education, both public and private, faced difficult financial problems with no apparent end in sight. A growing number of colleges and universities have been threatened by the unstable economy and shrinking applicant pools and are faltering under this threat. Private higher education seems to be especially vulnerable to financial difficulty and has been historically dependent upon philanthropic support to complement traditional revenues in an effort to remain financially viable. As a result of this changing environment, the identification and development of enhanced and more diversified fund-raising strategies have emerged as one of the most significant and far-reaching needs presently confronting American higher education. This study investigated and analyzed academic leadership and management of advancement activities in American higher education with particular attention given to schools of dentistry. It focused on how American schools of dentistry may organize and manage their fund -raising programs to maximize voluntary financial support. With the prospect of declining support and rising costs, an aggressive and effective fund-raising program is arguably crucial to their survival. The study addressed the predominant organizational structure and management practices in the area of fund-raising at American schools of dentistry; the perceptions held by the deans and senior development officers in these same institutions as to the effectiveness of certain practices relating to fund-raising sources and constituencies, and methods and techniques used in their fund-raising programs; and the emerging pattern which might serve as a model for development programs at American schools of dentistry or other institutions of higher education. The study is composed of the entire population - a census of American schools of dentistry. Forty-five institutions (45/55) in thirty states, including Puerto Rico (30/34), participated in the survey and thirty-five deans (35/55) and thirty-five development officers (35/55) responded to the survey . The questionnaire is the principal means of data collection with a structured personal interview limited to the deans and development officers of the five California schools of dentistry. The deans and development officers cooperating in this survey give evidence that their major development-related functions are consistent with trends toward greater specialization in fund-raising. A high percentage (87.5 percent) of the dean respondents acknowledge affirmatively to making use of strategic planning as a management tool for the school's advancement activities. The dean respondents characterized the alumni as the most important giving constituency and the annual fund as the principal funding source. They also regard personal visits as the most effective method of soliciting funds for their institutions. The development officer respondents emphasized ideas, goals, and directions of their school's advancement program while being most aware of the specific mechanics of fund-raising. The guiding outlines of a model development program for American schools of dentistry appear to emerge from this exploratory study.

Submitted in full compliance with the requirements for the Master of Health Sciences in Dental Technology, Durban University of Technology, Durban, South Africa, 2017. / With the transformation in Higher Education (HE), the number of Black African students entering South African universities increased significantly (72%). Black African students accounted for 77.38% of the total student population at Durban University of Technology (DUT). It has been noted that the majority Black African students in HE are first-generation students, many are under-prepared, and come from low-socioeconomic backgrounds. Students from this racial group tend to make incorrect career choices due to a lack of knowledge, experience, and adequate vocational guidance and career counselling. To add to this, many University of Technology programmes, such as Dental Technology, are vocational in nature and prepare students for unfamiliar industries. The aim of this study is to determine the factors associated with student recruitment practices and student profiles in the Dental Technology programme at the DUT. This cross-sectional study employed a mixed method approach. An online survey recruited Dental Technology students who entered the programme from 2008 to 2012. The students’ demographic information was retrieved from the Management Information System (MIS) Department. The survey generated categorical data, which was analysed using the SPSS (Statistical Package for the Social Sciences) which included frequencies, cross-tabulation, Chi-Square test, and Spearman's Rank Order Correlation. Semi-structured interviews with Dental Technology lecturers and the staff involved in student recruitment practices generated qualitative data which was analysed using QSR NVIVO 10. Common themes were classified and discussed. The findings showed that 75% of Dental Technology students were Black African. Only 28% came from urban areas and 81.4% of students attended government schools. Furthermore, 60% relied on financial aid for the payment of their tuition fees. Two categories of necessary attributes emerged i.e. general attributes for an HE student (intrinsic qualities e.g. passion, positive attitude) and the practice specific attributes for Dental Technology (e.g. good eye-hand coordination, manual dexterity). However, the academic staff indicated that the programme is not attracting its desired students. Added to this, is the fact that from the 2008 – 2012 initial intake of 157 students, 41% dropped out of the programme. According to Dental Technology staff, there are no programme-specific student recruitment practices, and they rely on the institutional recruitment practices. However, qualitative findings showed that the DUT employs a generic approach which includes branding and direct promotion with academic departments only minimally involved, reducing the likelihood of effectively recruiting desired students for specific academic programmes such as Dental Technology. About 83% of students indicated that they had not been exposed to any of the DUT’s recruitment practices while they were still in high school. With these findings, it can be concluded that the association between the profiles of the student participants and the current student recruitment practices in the Dental Technology programme is incongruent and weak. In essence when students are recruited to enrol in academic programmes in an institution there needs to be a strong relationship between academic departments and the staff members responsible for recruiting students as the academic staff members are better able to clearly explain the intricacies of their respective programmes and they have an accurate understanding of their desired students. The student recruitment personnel are equipped to sell or market the institution and its offerings to prospective students, but there is clearly a need for the Dental Technology programme to pay more attention to the manner in which their students are recruited and retained. This will help to improve the programme's pass rates and dropout rates while addressing the issues of access, equity, diversity. / M

Introduction: The study surveys the present state of undergraduate dental education in gerodontology in Germany and highlights changes between 2004 and 2019. Materials and Methods: In 2019, questionnaires were emailed to the department heads of all German dental schools. Data were analysed descriptively and compared to existing data from 2004, 2009 and 2014. Results: Thirty-nine (86.7%) out of forty-five responding department heads stated to teach aspects of gerodontology in traditional core subject lecture series. Overall, 15 (55.6%) out of 27 responding dental university schools are offering special education in gerodontology (dedicated lecture series and/or practical training). A stronger focus on non-dental topics has been observed over the years. Discussion: The 15-year observation period in Germany shows that teaching gerodontology should be mandatory. There is a lack of specialists in gerodontology at the dental schools, although specialisation has been possible for many years in the German professional association. Students should be sure that, as in other subjects, they are well trained for the very heterogeneous patient group of seniors. The financial and personnel prerequisites for the universities need to be established. Conclusion: Inclusion of gerodontology in the national syllabus is a decisive factor for the integration of the subject into undergraduate courses. The recommendations of the European College of Gerodontology (2009) and of the German Association of Gerodontology (DGAZ) regarding didactical and practical teaching should be implemented in the respective compulsory syllabus to prepare current undergraduate dental students for the demographic challenges of tomorrow

Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711), alunos (228) e funcionários (14). Os resultados apontam para um alto grau de inovação incipiente (52,9%) seguido pelo grau de inovação parcial (40,2%), Estes resultados se confirmam para todas as variáveis analisadas ( tipo de instituição, região do país, tipo de ocupação e área de docência). O instrumento permite afirmar que a maioria das escolas mantém uma proposta pedagógica tecnicista, sem integração das disciplinas e com poucos cenários de práticas que permitem ao aluno conhecer e se formar na lógica do Sistema Único de Saúde (SUS), mantendo uma abordagem clássica da educação odontológica conforme as concepções de Gies e Charles Godon,no princípio do século XX. A análise qualitativa dos relatórios dos facilitadores, que teve como objetivo analisar os discursos apontados durante as oficinas destacou o desconhecimento, por parte da comunidade acadêmica odontológica, das diretrizes curriculares bem como dos princípios do SUS; a ausência de integração com o serviço e cenários de prática no SUS; a pouca formação pedagógica do corpo docente bem como uma resistência a mudanças que direcionem a formação para uma lógica de saúde coletiva. A discussão foi elaborada a partir de um arcabouço teórico advindo da teoria crítica da educação e currículo que aborda, de forma dialética, questões como ideologia, hegemonia, reprodução social, relações políticas de poder e dominação bem como o currículo oculto considerando que a resistência a transformações e inovações na educação odontológica provém de um projeto político e ideológico desta voltado à uma lógica capitalista, predominantemente voltada a classes dominantes numa perspectiva de tecnicismo direcionado à prática individual e mercantil da profissão, contrapondo-se e distanciando-se das perspectivas das diretrizes curriculares atuais e, portanto, mantendo-se resistente e em graus incipiente e parcial de inovação conforme demonstrou a análise quantitativa das oficinas.A necessidade de se transformar a educação odontológica impõe mudanças nos projetos político-pedagógicos das instituições, que devem ser construídos de forma coletiva com os diversos atores do processo educativo envolvidos; criação de espaços de formação docente dos professores de odontologia e ampliação da integração do SUS com as instituições formadoras permitindo uma real e signioficativa transformação do currículo, revisão de conteúdos ministrados, permitindo a adoção da integralidade do processo saúde/doença como eixo transversal do currículo dos cursos de graduação em odontologia. / The objective of this research was to make an analysis of the changes trends in dental education in Brazil facing the necessity of implementation of the curricular guidelines for undergraduate dental schools, which were approved in 2002. The theoretical reference includes the perspectives of higher education in Brazil in a neoliberal context, including health education and particularly dental education pointing out the contradiction of the formation in this field in a country that has a crescent number of schools in all its territory without responding to the oral health necessities of significant portions of the Brazilian population. The methodology used the results of a quantitative analysis obtained from the evaluation instrument used during the workshops carried out by the Brazilian Dental Education Association (ABENO) during 2005 and 2006. This instrument enabled each participant to evaluate his institution and the innovation degree in face of the curricular guidelines according to 3 axes: the theoretical orientation of the course; its pedagogical approach and practice sceneries. Each axis had 3 variables corresponding to the theme analyzed and each participant could evaluate it according to three possible stages (1-more conservative, 2-intermediate and 3-more innovative). 48 dental schools were analyzed (being 23 public and 25 private) with a total of 1229 participants (711 professors; 228 students and 14 functionaries. The results showed a high degree of incipient innovation (52, 9%) followed by a degree of partial innovation (40, 2%). These results were confirmed for all variables analyzed (type of institution, region in the country, type of occupation and faculty field). The instrument allows the affirmation that most dental schools maintain a technicist pedagogical approach, without integration between disciplines and with a few number of practice sceneries which would allow the student to be formed in the logic of the Brazilian Unified health System (SUS), keeping a classical approach of the dental education according to the conceptions of Gies and Charles Godon in the beginning of the XX Century. The qualitative analysis of the facilitators reports of the workshops which has as objective to analyze the discourse of the participants during the workshops which were pointed out by the facilitator showed the unknowing of the curricular guidelines by the dental academic community as well as the principles of the Brazilian Health System (SUS) ; the absence of integration between the public health service network and the schools and low number of practice sceneries in the public health system; the low level of pedagogical formation of dental faculties as well as resistance to changes that tend toward a formation in a logic of community health. The discussion was carried out from the perspective of the critical theory of education and curriculum which deals in a dialectical manner with concepts like ideology, hegemony, social reproduction, political relations of power and domination and hidden curriculum considering that resistance to transformations and changes in dental education are linked to a political and ideological project of it and it is very connected to a capitalist logic, mostly addressed to the dominant classes in a perspective of technical development leading to private and commercial practice of the profession opposing and maintaining a distance from the perspectives of the actual curricular guidelines and therefore keeping it resistance in incipient and partial levels of change as showed by the quantitative analysis of the workshops. The necessity of transforming dental education impose changes in the political and pedagogical projects of the schools and these must be built in a collective manner with the various actors of the educational process involved; a pedagogical formation of the faculty; extension of integration between the public health system and dental schools permitting a real and significant transformation of the curriculum and revision of contents taught leading to a transversal axis of the curriculum of undergraduate dental schools focusing the integrality of the health/disease process.

Made available in DSpace on 2017-07-24T19:21:59Z (GMT). No. of bitstreams: 1 Alessandra de Souza Martins.pdf: 1474170 bytes, checksum: 6073cf2497567587b6c6179d3b9e0c13 (MD5) Previous issue date: 2016-02-03 / This study investigated the attitudes of dentists on ART since the last month of graduation until six months after graduation, in order of the interest of using the strategy in the public and private service. This is a follow-up study with a sample in the first stage of the research consisted of 400 graduating students of dentistry courses 10 colleges of the Paraná state and the second time, these 400 students, 112 answered the questionnaire, now as professionals six months graduated. The investigated variables involved: general characteristics of participants, subjects in which ART was approached and practiced during graduation; knowledge built on the strategy; instructions for use; self-perception as security for the implementation of technical and credibility attributed to ART; employment intention of the strategy; workplace; participation in professional courses geared to ART; Use of the ART after graduation; results and barriers that involve the application of this strategy. Associations between variables were assessed using the chi-square test and exact Fisher. All participating colleges address the ART and this approach occurs mainly in the disciplines of Pediatric Dentistry and Public Health. Most individuals in the two stages of the study, believes that the ART strategy interrupts the carious process and prevents tooth loss, but the intention of use, among academics, and use, for professionals, is more directed to the public service than to private practice. Also in the two moments of the research atraumatic restorations were more suitable for primary teeth and considered provisional interventions. The use of claims in private practice was significantly associated to academic who used ART during graduation (p = 0.006); have the intention not to use the strategy in the private service was significantly higher among those who do not indicate ART for permanent teeth of adults and adolescents (p <0.001). The public school students have more contact with the ART strategy in other disciplines, as well as Public Health and Pediatric Dentistry, and students of private colleges were the most indicated ART for permanent teeth. The inapplicability of ART, after graduation, was significantly associated with the professionals who work exclusively in the private service (p = 0.012) and the study subjects began to indicate more ART for permanent teeth of pregnant women (p = 0.005), elderly (p = 0.002), adults (p <0.001) and females (p <0.001), and considers it as definitive procedure more (p = 0.008). This study identified that the ART is not considered a definitive therapy, and less suitable for the permanent dentition and for private practice. In addition, continuing education experienced by professionals seems to interfere in their attitudes towards ART strategy. / Este estudo investigou as atitudes de cirurgiões-dentistas sobre o ART, desde o último mês de graduação até seis meses após a formatura, em relação ao interesse de utilização da estratégia no serviço público e privado. Trata-se de um estudo de seguimento cuja amostra, na primeira etapa da pesquisa, foi composta por 400 acadêmicos concluintes dos cursos de odontologia de 10 faculdades paranaenses e no segundo momento, desses 400 acadêmicos, 112 responderam ao questionário,agora como profissionais formados há seis meses. As variáveis investigadas envolveram: características gerais dos participantes, disciplinas em que o ART foi abordado e praticado durante a graduação; conhecimento construído sobre a estratégia; indicações de uso; autopercepção quanto à segurança para a execução da técnica e credibilidade atribuída ao ART; pretensão de emprego da estratégia; local de trabalho; participação do profissional em cursos voltados ao ART; utilização do ART ao longo do período de formado; resultados e barreiras que envolvem a aplicação dessa estratégia. As associações entre as variáveis foram verificadas mediante os testes qui-quadrado e exato de Fischer. Todas as faculdades participantes abordam o ART e essa abordagem se dá majoritariamente nas disciplinas de Odontopediatria e Saúde Coletiva. A maioria dos indivíduos, nas duas etapas do estudo, acredita que a estratégia ART interrompe o processo carioso e evita a perda do elemento dentário, porém a pretensão de uso, entre os acadêmicos, e o uso, para os profissionais, está mais direcionada para o serviço público do que para o consultório privado. Também nos dois momentos da pesquisa as restaurações atraumáticas foram mais indicadas para dentes decíduos e consideradas intervenções provisórias. A pretensão de uso no consultório privado associou-se significativamente aos acadêmicos que utilizaram o ART durante a graduação (p=0,006); já a intensão de não utilizar a estratégia no serviço privado foi significativamente maior entre os que não indicam o ART para dentes permanentes de adultos e adolescentes (p<0,001). Os alunos das escolas públicas tem mais contato com a estratégia ART em outras disciplinas, além da Saúde Coletiva e da Odontopediatria, e os alunos das faculdades privadas foram os que mais indicaram o ART para dentes permanentes. A não aplicabilidade do ART, após a formatura, associou-se significativamente aos profissionais que trabalham exclusivamente no serviço privado (p=0,012) e os sujeitos do estudo passaram a indicar mais o ART para dentes permanentes de gestantes (p=0,005), idosos (p=0,002), adultos (p<0,001) e adolescentes (p<0,001) e a considera-lo mais como procedimento definitivo (p=0,008). Este estudo identificou que o ART não é considerado uma terapia definitiva, sendo menos indicado para a dentição permanente e para o consultório particular. Além disso, a educação permanente vivenciada pelos profissionais, parece interferir em suas atitudes perante a estratégia ART.

Este trabalho teve como objetivo analisar a tendência de mudanças na educação odontológica no Brasil em face à necessidade de implantação das Diretrizes Curriculares Nacionais para cursos de graduação em odontologia, aprovadas em 2002. O referencial teórico inclui as perspectivas da educação superior no Brasil em um contexto neoliberal, incluindo a área da saúde e a odontologia em particular apontando para a contradição da formação em saúde bucal no país que convive com um número crescente de faculdades de odontologia em todo o território nacional sem, contudo, responder às necessidades de atenção em saúde bucal de parcelas significativas da população brasileira. A metodologia partiu dos resultados da análise quantitativa obtidos pelo instrumento de avaliação utilizado durante as oficinas realizadas pela Associação Brasileira de Ensino Odontológico (ABENO) durante os anos de 2005 e 2006. O instrumento permitiu que cada participante avaliasse a instituição e o grau de inovação frente aos pressupostos das diretrizes curriculares segundo 3 eixos : orientação teórica do curso, abordagem pedagógica e cenários de prática. Cada eixo continha 3 vetores correspondendo ao tema analisado e cada participante avaliava o mesmo segundo 3 estágios possíveis (1- mais conservador; 2- intermediário e 3- mais inovador). Foram analisadas 48 faculdades (23 públicas e 25 privadas) de odontologia totalizando 1229 participantes entre professores (total de 711), alunos (228) e funcionários (14). Os resultados apontam para um alto grau de inovação incipiente (52,9%) seguido pelo grau de inovação parcial (40,2%), Estes resultados se confirmam para todas as variáveis analisadas ( tipo de instituição, região do país, tipo de ocupação e área de docência). O instrumento permite afirmar que a maioria das escolas mantém uma proposta pedagógica tecnicista, sem integração das disciplinas e com poucos cenários de práticas que permitem ao aluno conhecer e se formar na lógica do Sistema Único de Saúde (SUS), mantendo uma abordagem clássica da educação odontológica conforme as concepções de Gies e Charles Godon,no princípio do século XX. A análise qualitativa dos relatórios dos facilitadores, que teve como objetivo analisar os discursos apontados durante as oficinas destacou o desconhecimento, por parte da comunidade acadêmica odontológica, das diretrizes curriculares bem como dos princípios do SUS; a ausência de integração com o serviço e cenários de prática no SUS; a pouca formação pedagógica do corpo docente bem como uma resistência a mudanças que direcionem a formação para uma lógica de saúde coletiva. A discussão foi elaborada a partir de um arcabouço teórico advindo da teoria crítica da educação e currículo que aborda, de forma dialética, questões como ideologia, hegemonia, reprodução social, relações políticas de poder e dominação bem como o currículo oculto considerando que a resistência a transformações e inovações na educação odontológica provém de um projeto político e ideológico desta voltado à uma lógica capitalista, predominantemente voltada a classes dominantes numa perspectiva de tecnicismo direcionado à prática individual e mercantil da profissão, contrapondo-se e distanciando-se das perspectivas das diretrizes curriculares atuais e, portanto, mantendo-se resistente e em graus incipiente e parcial de inovação conforme demonstrou a análise quantitativa das oficinas.A necessidade de se transformar a educação odontológica impõe mudanças nos projetos político-pedagógicos das instituições, que devem ser construídos de forma coletiva com os diversos atores do processo educativo envolvidos; criação de espaços de formação docente dos professores de odontologia e ampliação da integração do SUS com as instituições formadoras permitindo uma real e signioficativa transformação do currículo, revisão de conteúdos ministrados, permitindo a adoção da integralidade do processo saúde/doença como eixo transversal do currículo dos cursos de graduação em odontologia. / The objective of this research was to make an analysis of the changes trends in dental education in Brazil facing the necessity of implementation of the curricular guidelines for undergraduate dental schools, which were approved in 2002. The theoretical reference includes the perspectives of higher education in Brazil in a neoliberal context, including health education and particularly dental education pointing out the contradiction of the formation in this field in a country that has a crescent number of schools in all its territory without responding to the oral health necessities of significant portions of the Brazilian population. The methodology used the results of a quantitative analysis obtained from the evaluation instrument used during the workshops carried out by the Brazilian Dental Education Association (ABENO) during 2005 and 2006. This instrument enabled each participant to evaluate his institution and the innovation degree in face of the curricular guidelines according to 3 axes: the theoretical orientation of the course; its pedagogical approach and practice sceneries. Each axis had 3 variables corresponding to the theme analyzed and each participant could evaluate it according to three possible stages (1-more conservative, 2-intermediate and 3-more innovative). 48 dental schools were analyzed (being 23 public and 25 private) with a total of 1229 participants (711 professors; 228 students and 14 functionaries. The results showed a high degree of incipient innovation (52, 9%) followed by a degree of partial innovation (40, 2%). These results were confirmed for all variables analyzed (type of institution, region in the country, type of occupation and faculty field). The instrument allows the affirmation that most dental schools maintain a technicist pedagogical approach, without integration between disciplines and with a few number of practice sceneries which would allow the student to be formed in the logic of the Brazilian Unified health System (SUS), keeping a classical approach of the dental education according to the conceptions of Gies and Charles Godon in the beginning of the XX Century. The qualitative analysis of the facilitators reports of the workshops which has as objective to analyze the discourse of the participants during the workshops which were pointed out by the facilitator showed the unknowing of the curricular guidelines by the dental academic community as well as the principles of the Brazilian Health System (SUS) ; the absence of integration between the public health service network and the schools and low number of practice sceneries in the public health system; the low level of pedagogical formation of dental faculties as well as resistance to changes that tend toward a formation in a logic of community health. The discussion was carried out from the perspective of the critical theory of education and curriculum which deals in a dialectical manner with concepts like ideology, hegemony, social reproduction, political relations of power and domination and hidden curriculum considering that resistance to transformations and changes in dental education are linked to a political and ideological project of it and it is very connected to a capitalist logic, mostly addressed to the dominant classes in a perspective of technical development leading to private and commercial practice of the profession opposing and maintaining a distance from the perspectives of the actual curricular guidelines and therefore keeping it resistance in incipient and partial levels of change as showed by the quantitative analysis of the workshops. The necessity of transforming dental education impose changes in the political and pedagogical projects of the schools and these must be built in a collective manner with the various actors of the educational process involved; a pedagogical formation of the faculty; extension of integration between the public health system and dental schools permitting a real and significant transformation of the curriculum and revision of contents taught leading to a transversal axis of the curriculum of undergraduate dental schools focusing the integrality of the health/disease process.

Continuing dental education is a necessity for the dental professional. In dentistry, a profession described as a life-long learning endeavor, dental professionals are challenged with keeping up-to-date with the ever-changing scientific and technological advances of their profession. Continuing dental education plays an important role in providing dental practitioners with the opportunity to keep abreast of the latest advances in the dental industry. University-based continuing dental education programs, that provide the professional development needed by dental professionals to maintain and upgrade their skills and knowledge-base, have grown from their early origins as a primary service to dental school alumni members, to playing a pivotal role in regulating and professionalizing the dental industry as well as contributing to the financial well-being of their dental schools and universities. As educational funding continues to shrink while the cost of educating competent dental practitioners continues to rise, continuing dental education has developed revenue generating opportunities for their dental schools. This study was designed to analyze the current financial and revenue generating practices of continuing dental education units within both public and private dental schools, with a goal of providing a conceptual framework to develop a standardized financial model for determining the profitability of programs. Employing a cross-sectional survey method approach, this study obtained quantitative and qualitative data through the use of an electronic survey that was sent to both private and public dental school members of the Association for Continuing Dental Education (ACDE). The results of the findings of this study summarized data into several categories and compared the data between public versus private dental schools including the CDE unit's size, programs, revenue generation, program and unit expenses, corporate funding, net income, institutional overhead fees, gifts-in-kind, surplus revenue, and other factors considered when calculating profitability of CDE programs. These findings helped to create a framework for the development of a financial model, the Comprehensive Program Budget that may be used to more accurately project program profitability, thereby insuring that CDE units are self-sufficient and positive contributors to the financial well-being of their institutions.