Thesis--Universidad de San Carlos de Guatemala, 1979.

Thesis (M. Ed.)--University of Alberta, 1994. / eContent provider-neutral record in process. Description based on print version record. Includes bibliographical references.

<p> <b>Background:</b> Individuals with developmental disabilities (DD) experience poorer dental health than the general population. They have limited access to health care services and face barriers to maintaining good oral health. Dental schools provide minimal didactic and clinical training to prepare their students to manage individuals with disabilities. As a result, future dentists may not feel well prepared to provide dental care to these individuals.</p><p> <b>Objective:</b> This study was conducted to compare the attitudes of senior dental students at the Faculty of Dentistry at King Abdulaziz University (KAU), in Jeddah, in Saudi Arabia, and students at Tufts University School of Dental Medicine (TUSDM) in Boston, in the United States. The authors also aimed to determine if there was an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.</p><p> <b>Methods:</b> The authors surveyed 617 senior dental students at both schools using a 40-item online survey questionnaire. The questionnaire asked students about their experiences with individuals with DD, their pre-doctoral education in managing these individuals, and their attitudes toward these individuals. Data was analyzed using Chi-square tests, Independent Sample t-tests, Mann-Whitney U tests, and Spearman's rank correlation coefficient tests.</p><p> <b>Results:</b> Only 214 students responded to the online survey, with a response rate of 34.6%. Seventy six respondents (36.7%) were TUSDM students with a response rate of 21.2%, and 131 respondents (63.3%) were KAU students with a response rate of 50.8%. Only 15 (11.6%) of KAU students, compared to 64 (86.5%) of TUSDM students (p&lt;0.001), reported treating an individual with a DD. Seventy one (58.2%) of KAU students, compared to only 10 (13.5%) of TUSDM (p&lt;0.001), reported not receiving any training in treating individuals with DD. Fifty six (57.1%) of KAU students, compared to only 15 (20.3%) of TUSDM students (p&lt;0.001), reported that their education had not prepared them effectively to treat individuals with DD. There was a significant difference in the attitudes between students at KAU and students at TUSDM. Students at TUSDM had more positive attitudes, compared to students at KAU. Fifty six (45.9%) of the KAU students, compared to 47 (67.2%) of the TUSDM students (p=0.047), "strongly disagreed" or "disagreed" that they would not desire individuals with DD in their practice. Forty two (34.4%) of the KAU students, compared to 60 (85.7%) of the TUSDM students (p&lt;0.001), "strongly disagreed" or "disagreed" that dental services for individuals with DD should only be provided in a hospital.</p><p> <b>Discussion:</b> Students at TUSDM had more positive attitudes toward individuals with DD, compared to KAU students. These differences in the attitudes may be attributed to the significant differences in students' experiences, education, and training in treating individuals with DD at both schools.</p><p> <b>Conclusions:</b> There is a significant difference in the attitudes between students at TUSDM and students at KAU. There is an association between pre-doctoral training in treating individuals with special needs, and having positive attitudes toward providing dental care to individuals with DD.</p>

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

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

<p>In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members&rsquo; answers indicated that a lack of time and administrative support created barriers to teaching online learning courses. </p><p> Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years. </p><p> <i>Keywords</i>: online education, dental education, web-based learning, distance learning, e-learning, faculty perception. </p>

<p> Human Papillomavirus (HPV), the most common sexually transmitted infection in the United States, was firmly linked to a new subset of oropharyngeal squamous cell carcinomas (OSCC's) in late 2007. With growing rates of West Virginians affected by HPV-related oral cancers it becomes pertinent to verify that public healthcare professionals of all disciplines are aware of this causal relationship and educating their patients. The purpose of this study was to determine the knowledge level, attitudes and behaviors of a convenience sample of West Virginia's public healthcare professionals regarding the oral implications of HPV before and after and educational presentation. A pre- and post- intervention survey methodology was utilized with an additional survey mailed to the sample population four months later. Chi-square tests for independence and binary logistic regression were utilized to determine any significant differences of answer choice on all three surveys. Statistical analysis revealed a significant increase in knowledge concerning oral cancer related to HPV on two of the three survey questions (X2= 6.4, p=0.03, X2=6.3, p=0.02). After the educational lecture participants indicated they were more likely to engage and educate the public about oral cancer caused by HPV (X2= 4.2, p =0.08), encourage their at-risk patients to seek oral cancer screenings (X2=2.1, p=0.18) and claim to have taken every opportunity to speak with patients about oral cancer caused by HPV (X2=14.5, p=0.0001). Knowledge of and patient education efforts by West Virginia public healthcare providers concerning the oral implications of HPV has increased as a result of the lecture. The knowledge gain indicated knowledge deficiencies on the topic which indicates the topics' future application for interprofessional education (IPE). It is recommended that this topic be applied to IPE in other states or within other settings such as the correctional environment or Native American reservations.</p>

Introduktion: Under den tionde terminen av tandläkarprogrammet på Malmö högskola genomgår studenterna verksamhetsförlagd utbildning (VFU) sedan 2004. Detta sker i samarbete med Folktandvården Skåne och under 15 veckor arbetar studenterna en dag i veckan under handledning på folktandvårdens kliniker i närliggande område.Syfte: Att utvärdera erfarenheter efter genomgången VFU ur deltagarnas perspektiv.Metod: Alla tandläkarstudenter och handledare som genomgått VFU 2006 och 2015 tillfrågades om att besvara en utvärderingsenkät med numerisk bedömningsskala och utrymme för tillhörande kommentarer. Sex studenter och fem handledare som genomgått VFU år 2015 intervjuades även med en semistrukturerad intervjumetodik som sammanfördes genom en tematiserad innehållsanalys. Resultat: Enkät: Poängsättningen var genomgående hög för både 2006 och 2015. Studenterna poängsatte påstående 6 ”Det nuvarande upplägget med 15 veckor och en dags tjänstgöring i veckan är tillfredställande.” signifikant högre 2015 än 2006. Påstående 8 ”Det finns en samsyn avseende metoder och behandlingsval mellan skola och folktandvård.” poängsatte studenterna signifikant lägre än handledarna 2015. 2006 poängsatte studenterna påstående tre ”Sammansättningen av patienter var bra.” signifikant lägre än vad handledarna gjorde. Intervju: Studenter och handledare ansåg att VFU är fördelaktigt i utbildningssyfte och ger studenterna självsäkerhet och trygghet i ansvarstagande. Förslag på förbättringar förekom även under intervjuerna.Slutsats: Verksamhetsförlagd utbildning ger fördelaktigheter både för studenter och deras handledare. Studenter och handledare uttrycker uppskattning och är generellt nöjda efter VFU. / Introduction: The tenth semester of the dentistry program at Malmö university students undergoes an outreach program (internship) since 2004 and this is in collaboration with Folktandvården Skåne. During 15 weeks the students work at their assigned clinics one day a week under supervision from their tutors.Objective: To evaluate experiences after placement from the participants' perspective.Method: All dental students and tutors who have completed internship in 2006 and 2015 were asked to answer an evaluation questionnaire with numeric rating scale and scope for comments. Six students and five mentors who have completed internship in 2015 were interviewed with a semi-structured interview methodology, later analysed by content analysis method.Results: Questionnaire: rating was consistently high for both 2006 and 2015. The students scored significantly higher on question six “The set-up of one day of clinical work over 15 weeks were satisfying.” 2015 than in 2006. Students scored question eight“There is a consensus regarding methods and treatment options between the dental school and Folktandvården Skåne” significantly lower than their supervisors in 2015. In 2006 students scored question three “The composition of patients was good” significantly lower than the supervisors did. Interview: Students and tutors felt that the internship had been beneficial for training purposes, giving the students more self-esteem and confidence in taking responsibility. Improvements for the outreach program where proposed. Conclusion: The clinical training program is favourable, both for the students and their tutors. In general terms, the students and the supervisors were satisfied with the cooperation.

Purpose: The purpose of this study was to assess if the topic of eating disorders is a part of post-graduate pediatric dental residency training curriculum. This study examined if there is a need for increased training of pediatric dental residents regarding the oral manifestations and treatment of patients with eating disorders.Methods: A cross-sectional online survey was used to compare data from all 66 post-graduate pediatric dental residency program directors. After thirty days a second emailing was conducted, with an additional thirty days to reply. Univariate distributions were obtained and percents for all items were based on the total number of respondents. The university-based programs and the hospital-based programs were compared and analyzed using chi-square analysis based on their percentages. Results: University-based programs were significantly less likely to offer curriculum on anorexia nervosa than hospital-based programs (13% versus 50%, pConclusion: An increase of clinically applicable eating disorder curriculum in post-graduate pediatric training is needed to enable residents to be more knowledgeable and effective practitioners.

Made available in DSpace on 2014-12-17T15:43:50Z (GMT). No. of bitstreams: 1 ClaudiaCBMM_DISSERT.pdf: 1589123 bytes, checksum: 8fee9705a5e87c8ad8238a0248140992 (MD5) Previous issue date: 2012-12-19 / Proposals that aim a redirection of current health attention models in Brazil are indispensible due to the need of health issues and its challenges imposed by society. These issues come forth in Higher Education Institutions in an attempt to devise ways to face these demands. The research aims to analyze the Pedagogical Project (PP) present in the Dentistry Graduation Course in the Federal University of Rio Grande do Norte in Brazil-(UFRN). This is done in coherence the Brazilian National Curricular Guidelines considering main competences established in the PP. This research was approved by the Ethics Committee at UFRN under document number 285/201. The work is of descriptive nature and was realized with 30 students in the Dentistry Graduation Course. Interviews were realized with the use of problem situation approach. The research was also supported by documental studies that dealt with syllabus present in the disciplines taught at UFRN. Data were processed with the use of the ALCESTE 4.9 software. It is possible to acknowledge that some conservative conceptions arise, even though there is use of active methodologies and innovation that aim to promote reflection and articulation for general competence development such as proposed in the Pedagogical Project in Dentistry Graduation Course at UFRN. These conceptions are mainly present in the teaching-learning process where students do not have full participation. Thus it is possible to conclude that even though there are advances and breakthroughs. This is seen with that fact that there was inclusion of multidisciplinary clinical work as well optional courses in the curriculum. It was also seen that there was occasional use of active teaching methodologies in Dentistry at UFRN. But there is still a need for a didactical and methodological resizing. These actions require the need for progressive development of competences and abilities during the formative process according to what was established in the Brazilian National Curricular Guidelines / Propostas de reorienta??o ao modelo de aten??o ? sa?de no Brasil s?o indispens?veis diante da atual necessidade sanit?ria e dos desafios impostos pela sociedade. Temas como estes surgem dentro das Institui??es de Ensino Superior, na tentativa de delinear caminhos para enfrentamento destas demandas. O objetivo desse trabalho ? analisar o Projeto Pedag?gico (PP) do curso de Gradua??o em Odontologia da UFRN, em conson?ncia com as Diretrizes Curriculares Nacionais (DCN), considerando compet?ncias gerais estabelecidas no PP. O presente estudo foi aprovado pelo Comit? de ?tica em Pesquisa da UFRN sob o n? 285/201. Trata-se de um estudo descritivo, realizado com 30 estudantes do curso de gradua??o em odontologia mediante entrevista com situa??o problema, al?m do estudo documental com forte refer?ncia nos planos de ensino das disciplinas. Os dados foram processados mediante o aux?lio do software ALCESTE 4.9. Pode-se observar que a despeito do uso de metodologias ativas e tend?ncias inovadoras que promovem a reflex?o e a articula??o para o desenvolvimento das compet?ncias gerais propostas no Projeto Pedag?gico do Curso de Odontologia da UFRN s?o encontrados ind?cios de concep??es conservadoras no que se refere ao processo ensino-aprendizagem com pouca participa??o dos alunos. Conclui-se que, apesar dos avan?os com a inclus?o das cl?nicas multidisciplinares, a inser??o de disciplinas optativas e usos pontuais de metodologias ativas o ensino em Odontologia da UFRN necessita de um redimensionamento did?tico e metodol?gico, auxiliado pelo desenvolvimento progressivo de compet?ncias e habilidades ao longo do processo formativo, conforme estabelecem as DCN