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Veröffentlicht am 25. Juli 2024

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1

Hecker, Anne. „Continuing Dental Education“. Journal of the American Dental Association 122, Nr. 10 (Oktober 1991): 10. http://dx.doi.org/10.14219/jada.archive.1991.0287.

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2

Trager, Peter S. „CONTINUING DENTAL EDUCATION“. Journal of the American Dental Association 138, Nr. 6 (Juni 2007): 708. http://dx.doi.org/10.14219/jada.archive.2007.0246.

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3

World Dental Federation, FDI. „Continuing Dental Education“. International Dental Journal 68, Nr. 1 (Februar 2018): 12–13. http://dx.doi.org/10.1111/idj.12370.

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Sivapathasundharam, B. „Continuing dental education“. Indian Journal of Dental Research 20, Nr. 4 (2009): 393. http://dx.doi.org/10.4103/0970-9290.59427.

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SCHLEYER, TITUS K. L., und TUAN PHAM. „ONLINE CONTINUING DENTAL EDUCATION“. Journal of the American Dental Association 130, Nr. 6 (Juni 1999): 848–54. http://dx.doi.org/10.14219/jada.archive.1999.0310.

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6

Hunter, Sally. „DCP education: a continuing evolution“. Bulletin of the Royal College of Surgeons of England 92, Nr. 10 (01.11.2010): 362. http://dx.doi.org/10.1308/147363510x538248.

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It is now two years since it became mandatory for all dental care professionals (DCPs) to be registered with the General Dental Council (GDC). Registration has given DCPs a new professional status and with that have come both responsibilities and opportunities. To reflect these developments, the Faculty of General Dental Practice (UK) (FGDP(UK)) aims to take a team approach to support the highest standards of patient care. However, the dental profession is fast evolving and the FGDP(UK) must evolve with it in order to continue to meet the needs of the dental team.
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Walmsley, A. D., und J. W. Frame. „Continuing education of general dental practitioners“. British Dental Journal 170, Nr. 6 (März 1991): 208–9. http://dx.doi.org/10.1038/sj.bdj.4807470.

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8

Bartold, P. Mark. „Continuing Professional Dental Education Gains Momentum“. Australian Dental Journal 56, Nr. 2 (30.05.2011): 111. http://dx.doi.org/10.1111/j.1834-7819.2011.01333.x.

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9

O'Neil, Edward H. „Continuing dental education in troubled times“. Möbius: A Journal for Continuing Education Professionals in Health Sciences 6, Nr. 1 (Januar 1986): 11–16. http://dx.doi.org/10.1002/chp.4760060105.

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Sharawy, Mohamed. „Bioclinical Seminars for Undergraduate Dental Education and For Continuing Dental Education“. CRANIO® 26, Nr. 1 (Januar 2008): 1. http://dx.doi.org/10.1179/crn.2008.001.

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Christensen, Gordon J. „THE NEW DIRECTION IN DENTAL CONTINUING EDUCATION“. Journal of Esthetic and Restorative Dentistry 19, Nr. 3 (Juni 2007): 127–28. http://dx.doi.org/10.1111/j.1708-8240.2007.00081.x.

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12

Clark, Glenn T. „Web-Based Continuing Dental Education in California“. Journal of the California Dental Association 31, Nr. 8 (01.08.2003): 611–19. http://dx.doi.org/10.1080/19424396.2003.12224207.

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Abbey, Louis M. „Interactive multimedia patient simulations in dental and continuing dental education“. Dental Clinics of North America 46, Nr. 3 (Juli 2002): 575–87. http://dx.doi.org/10.1016/s0011-8532(02)00007-1.

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Hapanovych, Oleksandra. „Continuing your development“. Dental Nursing 19, Nr. 6 (02.06.2023): 294–95. http://dx.doi.org/10.12968/denn.2023.19.6.294.

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Gallis, Harry A. „Quality Improvement and Continuing Education in Dental Practice“. Journal of the American Dental Association 139, Nr. 6 (Juni 2008): 656–59. http://dx.doi.org/10.14219/jada.archive.2008.0229.

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16

Tan, Albert E. S., und Peter W. McKerracher. „A proposal for voluntary continuing dental education accreditation“. Australian Dental Journal 38, Nr. 2 (April 1993): 144–46. http://dx.doi.org/10.1111/j.1834-7819.1993.tb05476.x.

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17

Brandt, RL, BJ Fitzpatrick, FB Moloney und PM Bartold. „Continuing dental education in osseointegrated implants. A survey“. Australian Dental Journal 45, Nr. 4 (Dezember 2000): 285–88. http://dx.doi.org/10.1111/j.1834-7819.2000.tb00266.x.

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Johnson, Lynn A. „Continuing dental education on the World Wide Web“. Dental Clinics of North America 46, Nr. 3 (Juli 2002): 589–604. http://dx.doi.org/10.1016/s0011-8532(02)00004-6.

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19

Sharp, Helen, und Stephen J. Stefanac. „Ethics Education in Dental School: Continuing the Conversation“. Journal of Dental Education 68, Nr. 8 (August 2004): 801–2. http://dx.doi.org/10.1002/j.0022-0337.2004.68.8.tb03825.x.

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20

Pavone, Ben W. „Projections for the future of continuing dental education“. Journal of Continuing Education in the Health Professions 8, Nr. 1 (1988): 63–65. http://dx.doi.org/10.1002/chp.4750080110.

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21

Young, Lynda J., und Joel D. Rudney. „Continuing dental education needs assessment: A regional survey“. Journal of Continuing Education in the Health Professions 11, Nr. 4 (1991): 319–30. http://dx.doi.org/10.1002/chp.4750110406.

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22

Lee, Hye-Young, Keun-Bae Song, Keon-Yeop Kim und Youn-Hee Choi. „Relation between Dental Hygienists’ Participation in Continuing Education and License Registration Awareness“. Journal of Health Informatics and Statistics 46, Nr. 4 (30.11.2021): 385–92. http://dx.doi.org/10.21032/jhis.2021.46.4.385.

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Objectives: The purpose of this study was to identify the relevant factors between the completion of continuing education that is required for license registration and license registration awareness.Methods: The data were conducted an online questionnaire survey on 330 dental hygienists working in dental clinic in Daegu. Data were analyzed using frequency, logistic regression, multiple regression with the SPSS 25.0 program.Results: It was revealed that 83.4% of the subjects of this study completed continuing education. The variables that were statistically significant in multivariate analysis with license registration awareness as a dependent variable were marital status, education level, number of dental hygienists, main duty, annual, monthly leave, route of information, and experience of getting official documents. Finally, when continuing education was completed, license registration awareness was found to have a positive correlation compared to those who did not complete continuing education (p< 0.001).Conclusions: The role and responsibility of the Korean Dental Hygienists Association is more important for practical alternatives and improvements leading to license registration by increasing the completion of continuing education and license registration awareness.
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Amstutz, Richard D., und Jay D. Shulman. „Perceived Needs for Dental Continuing Education within the Army Dental Care System“. Military Medicine 159, Nr. 1 (01.01.1994): 1–4. http://dx.doi.org/10.1093/milmed/159.1.1.

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Pereira, Treville. „The role of continuing dental education in clinical practice“. Journal of Education and Ethics in Dentistry 7, Nr. 2 (2017): 25. http://dx.doi.org/10.4103/jeed.jeed_4_18.

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Tan, Albert E. S. „Survey of continuing dental education attendance in Western Australia“. Australian Dental Journal 37, Nr. 4 (August 1992): 296–99. http://dx.doi.org/10.1111/j.1834-7819.1992.tb04746.x.

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Absi, EG, NA Drage, HS Thomas, RG Newcombe und ES Nash. „Continuing dental education in radiation protection: monitoring the outcomes“. Dentomaxillofacial Radiology 38, Nr. 3 (März 2009): 127–33. http://dx.doi.org/10.1259/dmfr/78885709.

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CHRISTENSEN, GORDON J. „Dental continuing education in the aftermath of Sept. 11“. Journal of the American Dental Association 132, Nr. 12 (Dezember 2001): 1723–24. http://dx.doi.org/10.14219/jada.archive.2001.0129.

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28

Seong, Jeong-Min, Sun-Kyoung Lee und Yong-Duk Park. „Survey about continuing education after graduation of dental technician“. Journal of Korean Acedemy of Dental Technology 34, Nr. 1 (30.03.2012): 37–43. http://dx.doi.org/10.14347/kadt.2012.34.1.037.

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Felton, David A. „Now Offering: Journal of Prosthodontics Online Continuing Dental Education“. Journal of Prosthodontics 21, Nr. 2 (Februar 2012): 87. http://dx.doi.org/10.1111/j.1532-849x.2011.00828.x.

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Francis, Bonnie, Sally M. Mauriello, Ceib Phillips, Sheila Englebardt und Sharon K. Grayden. „Assessment of online continuing dental education in North Carolina“. Journal of Continuing Education in the Health Professions 20, Nr. 2 (2000): 76–84. http://dx.doi.org/10.1002/chp.1340200203.

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31

O'Malley, Dave. „Bringing the dental team together“. Bulletin of the Royal College of Surgeons of England 89, Nr. 3 (01.03.2007): 105–9. http://dx.doi.org/10.1308/147363507x181086.

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The FGDP(UK) has long recognised that it is not sufficient only to provide continuing education for dentists, but that modern dentistry requires continued learning for the whole dental team to provide the best standard of patient care. To this end, in 2004 the Faculty launched Team in Practice (TiP), a quarterly educational journal for dental care professionals (DCPs). Its aim is to provide team training and continuing professional development (CPD) for DCPs, and this April marks its third anniversary.
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Foo, Lean Heong, und Marianne Meng Ann Ong. „General dental practitioners’ perceptions on Team-based learning pedagogy for continuing dental education“. Asia Pacific Scholar 7, Nr. 1 (04.01.2022): 98–101. http://dx.doi.org/10.29060/taps.2022-7-1/sc2517.

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Introduction: Team-based learning (TBL) pedagogy is a structured, flipped classroom approach to promote active learning. In April 2019, we designed a TBL workshop to introduce the New Classification of Periodontal Diseases 2017 to a group of general dental practitioners (GDPs). We aimed to investigate GDPs feedback on learning this new classification using TBL pedagogy. Methods: Two articles related to the 2017 classification were sent to 22 GDPs 2 weeks prior to a 3-hour workshop. During the face-to-face session, they were randomly assigned to five groups. They participated in individual and group readiness assurance tests. Subsequently, the GDPs had inter- and intragroup facilitated discussions on three simulated clinical cases. They then provided feedback using a pen-to-paper survey. Based on a 5-point Likert scale (1-strongly disagree to 5-strongly agree), they indicated their level of agreement on items related to the workshop and their learning experience. Results: Majority (94.7%, 18 out of 19 GDPs) agreed the session improved their understanding of the new classification and they preferred this TBL pedagogy compared to a conventional lecture. All learners agreed they can apply the knowledge to their work and there was a high degree of participation and involvement during the session. They found the group discussion and the simulated clinical cases useful. Conclusion: A TBL workshop is suitable for clinical teaching of the New Classification of Periodontal Diseases 2017 for GDPs. Its structure promotes interaction among learners with the opportunity to provide feedback and reflection during the group discussions. This model might be a good pedagogy for continuing dental education.
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Johnson, LA, B. Wohlgemuth, CA Cameron, F. Caughman, T. Koertge, J. Barna und J. Schulz. „Dental Interactive Simulations Corporation (DISC): simulations for education, continuing education, and assessment“. Journal of Dental Education 62, Nr. 11 (November 1998): 919–28. http://dx.doi.org/10.1002/j.0022-0337.1998.62.11.tb03258.x.

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34

Afrashtehfar, Kelvin I., Henry Ghanem und Jose Calvo. „Dental Curriculum's Continuing Improvement in the North American and Gulf Cooperation Council (GCC) Education Systems“. Open Dentistry Journal 15, Nr. 1 (17.11.2021): 601–4. http://dx.doi.org/10.2174/1874210602115010601.

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Background: Dynamic oral health care needs, alongside a diverse demographic of patients, presents a challenge to dental clinicians as they strive to resolve the ever-increasing demand for quality oral care service. Claims have arisen that the most appropriate way of speeding up the slow change in adopting innovations within the dental practice is by updating dentists' knowledge and skills through improving the undergraduate students' curriculum. Objective: This review compares the dental curriculum's continuing improvement processes between the North American and Gulf Cooperation Council (GCC) countries. Methods: The process of analysis consisted of identifying, examining, and interpreting patterns and themes within textual data, and then determining how each of these help answer the research questions. Results: Efforts to implement the dental curriculum's continuous improvement processes in the North American and GCC countries are evident, but the significant barriers for the dental curriculum's continuing improvement among the North American countries include the consequences of a compressed four-year curriculum, reliance on professional regulations, insufficient focus on patient perceptions, and the lack of a more theoretically robust approach to self-reflection. Conversely, amongst the GCC countries, the available literature states that the most significant factors hindering the dental curriculum's continuing improvement include deficient leadership attributes and low research productivity. Conclusion: The North American and GCC regions will benefit from the new dental curriculum and result in producing more competent dental practitioners, with improved leadership and patient-centered care. However, it has been observed that the dental curriculum’s continuous improvement processes are adopted slowly, particularly among the GCC countries.
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Yoo, Kyung-Hwa, Sun-Kyoung Lee und Jeong-Min Seong. „Through continuing education of dental hygienists for the job satisfaction“. Journal of Korean society of Dental Hygiene 12, Nr. 4 (30.08.2012): 771–80. http://dx.doi.org/10.13065/jksdh.2012.12.4.771.

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SCHLEYER, TITUS K. L., und DAVID DODELL. „Continuing dental education requirements for relicensure in the United States“. Journal of the American Dental Association 136, Nr. 10 (Oktober 2005): 1450–56. http://dx.doi.org/10.14219/jada.archive.2005.0060.

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37

Bader, James D. „A review of evaluations of effectiveness in continuing dental education“. Möbius: A Journal for Continuing Education Professionals in Health Sciences 7, Nr. 3 (1987): 39–48. http://dx.doi.org/10.1002/chp.4760070309.

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38

Simon, Julianna C., und Daniel A. Russell. „Penn State acoustic wave kits (PAWKits)“. Journal of the Acoustical Society of America 153, Nr. 3_supplement (01.03.2023): A360. http://dx.doi.org/10.1121/10.0019159.

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The increasing prevalence of blended resident and distance education courses makes it difficult to implement in-class demonstrations or hands-on activities to enhance learning. Our objective here is to develop and evaluate the use of at-home activity kits in fundamental acoustics and vibration courses for graduate students. First-generation PAWkits includedfive1-ft PVC pipes, four PVC couplers, a PVC end cap, a PVC T-branch, two dental dams, a tuning fork, a bluetooth speaker with passive radiator, a lapel microphone, a thick string, a thin string, ten magnets, four magnetic hooks, four springs (two spring constants), and an alligator clip. The total cost of the kit per student was estimated at $66 plus shipping. The first-generation PAWkit was designed for five main activities includingmeasuring directivity of the speaker and tuning fork, waves in pipes including T-branch and low-pass filters, waves in membranes, waves in strings, and mass-spring vibration systems. Activities were tested across two required Penn State first-year required courses for graduate students. PAWkits are currently being evaluated through student surveys and, in the future, by tracking the performance of Ph.D. students on the qualifying exam. [Work supported by Penn State Leonhard Center Seed Grant.]
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Gigineishvilim, Elene, und Elza Nikoleishvili. „Oral Health Care of People with Disabilities - A Challenge in Dental Education in Georgia“. European Scientific Journal, ESJ 18, Nr. 30 (30.09.2022): 35. http://dx.doi.org/10.19044/esj.2022.v18n30p35.

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Introduction: The dental caries and periodontal disease are the most prevalent diseases in people with disabilities. In 2014 The Association for Dental Education in Europe set up a special interest group to develop the field “Special Care dentistry”, which provides oral care services for people who are unable to accept routine dental care. Aim: This article aims to substantiate the role of implementation “Special Care Dentistry” in the dental curriculum and describes the importance of continuing medical education for the dentists, to provide equal and adequate dental services to the people with disabilities in Georgia. Methods: The first part of research was based on the analysis of the secondary data for identification the structure of the dental education programs of Georgian higher education institutions; A quantitative and qualitative data was analyzed among 160 people with disability through a specially designed questionnaire, deep interviews were conducted with participants, dentists, and managers of dental clinics. Results: 25% of Dental Clinic Managers reported, that their clinics are adapted for people with disabilities. Dental caries 18%, missed tooth due to caries 24% and gingival bleeding was detected in 47.8% of study participants, among them 10.6% outlined the lack of doctor qualifications and experience. Discussion: Provision comprehensive dental services to people with disabilities remain a significant challenge for dental clinics. A small number of dentists in Georgia have completed a continuing medical education course in special care dentistry. Conclusions: The oral health of people with disabilities in Georgia is unsatisfactory. More affords should be performed to implement “Special Care Dentistry” in dental education in Georgia.
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Kecskemethy, Thomas A. „The Spencer Research Training Grant at the Penn Graduate School of Education: Implementation and Effects“. Teachers College Record: The Voice of Scholarship in Education 110, Nr. 7 (Juli 2008): 1397–423. http://dx.doi.org/10.1177/016146810811000705.

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Background/Context The Research Training Grant (RTG) program at the University of Pennsylvania's Graduate School of Education aimed to create strong research training experiences for predissertation fellows through generous financial aid, mentored research apprenticeships, and cocurricular experiences. Collectively these offerings sought to broaden knowledge of urban education and exposure to diverse research methods. Initiated in a context of significant institutional growth and change, the RTG also sought to improve the research training experiences of PhD students outside the RTG program, making broader discussions of urban education, educational research, and social research more integral to the general PhD student experience and to the life of the school. This was attempted with the launch of a schoolwide seminar series on educational research, the introduction of an annual student research symposium administered by the RTG fellows, and continuing faculty attention to policies affecting doctoral student mentoring and research training. Purpose/Objective/Research Question/Focus of Study The article describes the aims and organization of the program and discusses strengths and challenges identified by students and faculty. Research Design This is a qualitative case study. Conclusions/Recommendations The operation of the RTG program at Penn offers several insights into how education schools might get the most out of their investments in doctoral students and doctoral education: (1) Its support of rigorous, discipline-based research training complemented by opportunities for interdisciplinary exposure seems to be important. Further, such initiatives are systematically supported with investments by the faculty and the administration. (2) The opportunity for students to approach research and problems of practice from multiple disciplinary perspectives was a significant perceived benefit of the RTG program's operation at Penn. (3) A flexible model of research apprenticeship, creative seminars, and symposia all helped to illuminate the strengths and limitations of discipline-based research. (4) Penn GSE PhD students who engaged in discussions that promoted epistemological diversity were better off for it. This sort of work is unlikely to occur at the level of the individual degree program, so engagement and support from the whole faculty are implied. (5) “Institutionalizing” these sorts of experiences and opportunities for students may mean consideration of structures and supports for doctoral student training that are unconventional, multidisciplinary, and collaborative.
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Park, Ji-Eun, Boo-Wol Kang, Ye-sel Kim und Sun-Mi Lee. „Participation motivation and satisfaction of continuing education in the dental hygienists“. Journal of Korean society of Dental Hygiene 16, Nr. 4 (30.08.2016): 499–506. http://dx.doi.org/10.13065/jksdh.2016.16.04.499.

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Matteson, S. R., und E. H. O'Neil. „Impact of a continuing education programme for teachers of dental radiology.“ Dentomaxillofacial Radiology 18, Nr. 3 (August 1989): 125–27. http://dx.doi.org/10.1259/dmfr.18.3.2637878.

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Schleyer, Titus, Kenneth A. Eaton, David Mock und Victoire Barac'h. „Comparison of dental licensure, specialization and continuing education in five countries“. European Journal of Dental Education 6, Nr. 4 (November 2002): 153–61. http://dx.doi.org/10.1034/j.1600-0579.2002.00244.x.

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Liu, Xiaoqiang, Jianfeng Zhou, Li Chen, Yang Yang und Jianguo Tan. „Impact of COVID‐19 epidemic on live online dental continuing education“. European Journal of Dental Education 24, Nr. 4 (30.07.2020): 786–89. http://dx.doi.org/10.1111/eje.12569.

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Galina, Gisele Reisdoerfer, Gilmar José Begnini, Flares Baratto Filho, Juliana Feltrin de Souza, Carla Castiglia Gonzaga und Melissa Rodrigues de Araujo. „Impact of oral medicine training on oral cancer-related knowledge among undergraduate dental students“. Brazilian Journal of Oral Sciences 18 (18.11.2019): e191636. http://dx.doi.org/10.20396/bjos.v18i0.8657264.

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Aim: The aim of this study was to evaluate knowledge and attitudes regarding potentially malignant oral lesions and oral cancer among undergraduate dental students with or without training in the oral medicine. Methods: A cross-sectional study was undertaken to assess all undergraduate dental student (1st to 5th year) in two private universities in the state of Paraná, Brazil. A structured questionnaire about knowledge regarding potentially malignant oral lesions, continuing education, and different approaches to diagnosis was administered to dental students with or without training in the oral medicine discipline between May and July 2015. Descriptive statistics were obtained, and the data were analyzed using a chi-square test to compare knowledge in dental students. Results: A total of 662 undergraduate dental students were invited to participate, and the response rate was 97.6% (n = 646). Of the responders, 472 were female (73.1%), 168 were male (26.0%), and 6 did not declare what sex they were (0.9%). Undergraduate dental students who had previously studied oral medicine tended to report that they always perform complete intraoral examination (76.3%) and identified alcohol (87%) and tobacco consumption (97%) and sun exposure (80%) as major risk factors for developing oral cancer. While students who had not yet studied oral medicine poorly identified these factors. Students who had previously studied the discipline did not identify cheilitis actinica (26%) and erythroplakia (32%) as potentially malignant lesions. Only, 32.6% of dental students participate in continuing education during the past year. Conclusions: Dental students trained in the oral medicine discipline exhibited satisfactory knowledge necessary for the prevention and early identification of potentially malignant oral lesions and oral cancer. Continuing education during undergraduate and after academic training is very important.
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Mishra, Rohit, Anushree Choudhary, Reshu Kothare, Chirag S. Jaiswal, Garima Tiwari und Tanvee Mahawar. „KNOWLEDGE AND ATTITUDE TOWARDS NEW CLASSIFICATION: PERIODONTAL DIAGNOSIS AND TREATMENT AMONG DENTAL PRACTITIONER IN MAHARASHTRA AND MADHYA PRADESH INDIA“. International Journal of Advanced Research 9, Nr. 09 (30.09.2021): 211–19. http://dx.doi.org/10.21474/ijar01/13396.

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This study is to compare the knowledge of general dental practitioner towards the New Periodontal Classification 2017.Comparision was done based on the questionair answered by different dental practitioner in Maharashtra & Madhya Pradesh,India.questions were related to the diagnosis , treatment options ,referal to periodontists and requirement of further Continuing Dental education in terms of New Classification.
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„Veterinary Dental Continuing Education Calendar“. Journal of Veterinary Dentistry 33, Nr. 2 (Juni 2016): 128–29. http://dx.doi.org/10.1177/0898756416663383.

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„Veterinary Dental Continuing Education Calendar“. Journal of Veterinary Dentistry 33, Nr. 3 (September 2016): 209–11. http://dx.doi.org/10.1177/0898756416677415.

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49

„Veterinary Dental Continuing Education Calendar“. Journal of Veterinary Dentistry 33, Nr. 4 (Dezember 2016): 275–80. http://dx.doi.org/10.1177/0898756417691572.

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50

„Veterinary Dental Continuing Education Calendar“. Journal of Veterinary Dentistry 34, Nr. 1 (März 2017): 51–56. http://dx.doi.org/10.1177/0898756417708387.

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