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Journal articles on the topic 'Dental schools'

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Published: 4 June 2021
Last updated: 31 July 2024

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1

Commission on Dental Accreditation. "Accredited dental schools." Journal of the American Dental Association 115, no. 2 (August 1987): 353–55. http://dx.doi.org/10.14219/jada.archive.1987.0216.

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2

Commission on Dental Accreditation. "Accredited dental schools." Journal of the American Dental Association 118, no. 2 (February 1989): 235–37. http://dx.doi.org/10.14219/jada.archive.1989.0236.

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3

Whitmarsh, Stewart B. "Rating Dental Schools." Journal of the American Dental Association 124, no. 3 (March 1993): 12–14. http://dx.doi.org/10.14219/jada.archive.1993.0063.

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4

Yaple, Newell H. "Recognizing Dental Schools." Journal of the American Dental Association 124, no. 12 (December 1993): 19. http://dx.doi.org/10.1016/s0002-8177(16)30039-3.

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5

Monesmith, M. B. "Dental implantology in U.S. Dental Schools." Journal of Oral and Maxillofacial Surgery 48, no. 12 (December 1990): 1350–51. http://dx.doi.org/10.1016/0278-2391(90)90519-8.

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6

Bavitz, JB. "Dental implantology in U.S. dental schools." Journal of Dental Education 54, no. 3 (March 1990): 205–6. http://dx.doi.org/10.1002/j.0022-0337.1990.54.3.tb02402.x.

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7

Fisher, Monica A., Dennis C. Beeson, and Mark G. Hans. "Dental Practice Network of U.S. Dental Schools." Journal of Dental Education 73, no. 12 (December 2009): 1387–93. http://dx.doi.org/10.1002/j.0022-0337.2009.73.12.tb04834.x.

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8

Watt, R. G. "Dental screening in schools." British Dental Journal 201, no. 12 (December 2006): 767. http://dx.doi.org/10.1038/sj.bdj.4814360.

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Stewart, Kenneth L. "Rating of Dental Schools." Journal of Prosthodontics 2, no. 3 (September 1993): 143. http://dx.doi.org/10.1111/j.1532-849x.1993.tb00397.x.

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10

Matthews, R., and C. Scully. "Funding for dental schools." British Dental Journal 175, no. 10 (November 1993): 352–53. http://dx.doi.org/10.1038/sj.bdj.4808322.

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SULEIMAN, ORHAN H., DAVID C. SPELIC, BURTON CONWAY, JUNE C. HART, PENNY R. BOYCE, and ROBERT G. ANTONSEN. "RADIOGRAPHIC TRENDS OF DENTAL OFFICES AND DENTAL SCHOOLS." Journal of the American Dental Association 130, no. 7 (July 1999): 1104–10. http://dx.doi.org/10.14219/jada.archive.1999.0345.

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Rodis, Omar M. M., Seishi Matsumura, Naoyuki Kariya, Michiko Nishimura, and Toshiko Yoshida. "Undergraduate Dental English Education in Japanese Dental Schools." Journal of Dental Education 77, no. 5 (May 2013): 656–63. http://dx.doi.org/10.1002/j.0022-0337.2013.77.5.tb05516.x.

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Xavier, Irina, Ronald L. Ettinger, Luís Proença, João Botelho, Vanessa Machado, João Rua, Ana S. Delgado, and José J. Mendes. "Geriatric Dentistry Curriculum in Six Continents." International Journal of Environmental Research and Public Health 17, no. 13 (June 29, 2020): 4682. http://dx.doi.org/10.3390/ijerph17134682.

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The purpose of this study was to examine the presence of geriatric dentistry (GD) in the curricula of worldwide dental schools, and to identify and compare their curriculum content. Eighty-three dental schools (16.4% response rate), from 24 countries, in six continents, completed a 25-item online questionnaire, to assess their GD curriculum, and were included in the study. GD was a mandatory course in 56 dental schools (67.5%), an independent subject in 14 schools (16.9%), and was taught as a series of lectures in 31 schools (37.4%). Clinically, 56 dental schools (67.5%) had some form of mandatory education in GD. The type of school, location and method of presentation were not associated with greater interest in expanding their curriculum in GD (p = 0.256, p = 0.276, and p = 0.919, respectively, using the Chi-square test). We found GD is a curriculum requirement in most of the surveyed dental schools and is becoming more common among dental school curricula. This survey is the first study to present data from dental schools from all continents, using a web-based survey which is a resourceful, less-expensive tool to gather data.
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Al Kuwaiti, Ahmed. "Assessing the Students’ Perception of the Quality of Dental Program offered in Saudi Arabia." Open Dentistry Journal 15, no. 1 (December 22, 2021): 650–57. http://dx.doi.org/10.2174/1874210602115010650.

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Background: In Saudi Arabia, dental students' program evaluation is highly focused on improving dental education quality, so that an effective workforce could be developed for the nation. Objective: This study aims to assess the students' perception of the quality of dental program offered at Saudi dental schools. Methods: All final year students of the selected Saudi dental schools (N=4) were included as the population of this study. The students were administered a questionnaire named “Dental Program Evaluation Survey.” The survey consisted of four dimensions, with 31 Likert scale items and one global item studying the dental students' satisfaction towards the programs offered at Saudi dental schools. The responses obtained using the survey were subjected to statistical analysis using SPSS 20.0. Results: The results demonstrated that the dimensions, such as faculty characteristics, institutional characteristics, the efficacy of the program, and program changes due to the COVID-19 pandemic, were perceived as “High Quality.” The cumulative percentage of most of the items was graded as “Acceptable.” Overall, 89.2% of students were satisfied with the quality of the programs offered in their dental schools. A significant difference was found in students' perception of the dimensions and overall satisfaction with respect to their gender and dental schools. Conclusion: Overall, the students were highly satisfied with the quality of the dental program offered in Saudi Arabia. This study would help policymakers in developing appropriate strategies that can enhance and sustain the quality of dental program offered at Saudi dental schools.
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Alfallaj, Hayam A., Kelvin I. Afrashtehfar, Ali K. Asiri, Farah S. Almasoud, Ghaida H. Alnaqa, and Nadia S. Al-Angari. "The Status of Digital Dental Technology Implementation in the Saudi Dental Schools’ Curriculum: A National Cross-Sectional Survey for Healthcare Digitization." International Journal of Environmental Research and Public Health 20, no. 1 (December 25, 2022): 321. http://dx.doi.org/10.3390/ijerph20010321.

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Objective: The primary objective of this cross-sectional national study was to investigate the status of digital dental technology (DDT) adoption in Saudi Arabian undergraduate dental education. A secondary objective was to explore the impact of dental schools’ funding sources to incorporate digital technologies. Methods: A self-administered questionnaire was distributed to the chairpersons of prosthetic sciences departments of the 27 dental schools in Saudi Arabia. If any department chairman failed to respond to the survey, a designated full-time faculty member was contacted to fill out the form. The participants were asked about the school’s sector, DDT implementation in the curriculum, implemented level, their perceptions of the facilitators and challenges for incorporating DDT. Results: Of the 27 dental schools (18 public and 8 private), 26 responded to the questionnaire (response rate: 96.3%). The geographic distribution of the respondent schools was as follows: 12 schools in the central region, 6 in the western region, and 8 in other regions. Seventeen schools secure and preserve patients’ records using electronic software, whereas nine schools use paper charts. Seventeen schools (64,4%) implemented DDT in their curricula. The schools that did not incorporate DDT into their undergraduate curricula were due to not being included in the curriculum (78%), lack of expertise (66%), untrained faculty and staff (44%), and cost (33%). Conclusions: This national study showed that digital components still need to be integrated into Saudi Arabian dental schools’ curricula and patient care treatment. Additionally, there was no association between funding sources and the DDT implementation into the current curricula. Consequently, Saudi dental schools must emphasize the implementation and utilization of DDT to align with Saudi Vision 2030 for healthcare digitization and to graduate competent dentists in digital dental care.
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Fukushima, Masayoshi, Masaaki Iwaku, and Ivar A. Mjör. "Cariology in Japanese dental schools." International Dental Journal 54, no. 5 (October 2004): 269–72. http://dx.doi.org/10.1111/j.1875-595x.2004.tb00292.x.

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17

Sampaio Fernandes, J. C., A. P. O. Carvalho, M. Gallas, P. Vaz, and P. A. Matos. "Noise levels in dental schools." European Journal of Dental Education 10, no. 1 (February 2006): 32–37. http://dx.doi.org/10.1111/j.1600-0579.2006.00393.x.

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18

Bartold, P. Mark. "Dental Schools Left with Holes." Australian Dental Journal 59, no. 4 (November 24, 2014): 407. http://dx.doi.org/10.1111/adj.12232.

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19

Gordon, SR, and GC Kress. "Treatment planning in dental schools." Journal of Dental Education 51, no. 5 (May 1987): 224–28. http://dx.doi.org/10.1002/j.0022-0337.1987.51.5.tb02101.x.

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20

Chuman, TA, and SK Hummel. "Teaching photography in dental schools." Journal of Dental Education 56, no. 10 (October 1992): 696–98. http://dx.doi.org/10.1002/j.0022-0337.1992.56.10.tb02691.x.

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21

Galbally, JF, and DC Stewart. "Managed care in dental schools." Journal of Dental Education 59, no. 4 (April 1995): 484–88. http://dx.doi.org/10.1002/j.0022-0337.1995.59.4.tb02935.x.

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22

Idoo, W. "Dental education: Should dental schools consider a curriculum change?" British Dental Journal 225, no. 1 (July 2018): 2. http://dx.doi.org/10.1038/sj.bdj.2018.550.

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23

Al-Khalifa, Khalifa S., Fatimah N. AlMuhammadi, Noor Y. AlOraifi, Elaf A. Alkuwaiti, Banan A. Aladinan, Nada M. Alzahrani, Sarah A. Khusheim, and Mahmoud H. Al-Johani. "The pattern and use of Twitter among dental schools in Saudi Arabia." PLOS ONE 17, no. 9 (September 8, 2022): e0272628. http://dx.doi.org/10.1371/journal.pone.0272628.

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Objective Twitter as a social media platform has revolutionized the way we interact with others and receive information. The presence of dental schools in Twitter facilitates the engagement of students, educators, dental professionals, and the community. Given the explosive popularity of Twitter as a social media platform and its potential use in the areas of education and branding, the questions of why and how dental schools use these services warrant comprehensive research. Thus, the aim of this study was to analyze the pattern and use of Twitter as a social media platform for dental schools in Saudi Arabia. Methods The tweets were extracted within the timeframe from July 15, 2019, to July 15, 2020. The Twitter data collected included: full text content, the count of retweets, quotes, replies and likes. Extracted tweets were categorized into five main themes: news and announcement, dental professional communication, general communication, oral health education, and promoting participation. Tweets in each main theme were further categorized according to the dental schools’ academic roles namely; education, research and community service. In addition, tweets were classified according to originality of the tweet, language used, nature of the tweet and the use of hashtags and mentions. Descriptive analysis presented in the form of frequency tables with percentages and mean (SD) as well as graphical presentation of the pattern and use of Twitter for Saudi dental schools in the form of bar, pie and line charts. Categorical data were analyzed using chi square test, while continuous data were analyzed using ANOVA. Statistical significance was set at p ≤ 0.05. Results A total of 15 Saudi dental schools with Twitter accounts were included in the analysis. King Saud University (KSU) had the largest number of followers with 17,200. Within the time frame of this study, a total of 1,889 original tweets from dental schools were found. Imam Abdulrahman Bin Faisal University (IAU) had the highest number of posted tweets (n = 647, 34.3%). The distribution of tweets was highest in September 2019 (n = 239) and lowest in July 2020 (n = 22). Majority of the tweets (81.9%) belonged to five out of the 15 dental schools. News and announcements were the most tweeted thematic subject with 1,034 tweets (55%). While community service was the most tweeted academic role with 803 tweets (42%). The top five active dental schools’ performance for both thematic and academic role classifications were significantly different based on the chi square test (p < 0.001). Conclusion This study highlights the importance of Twitter as a social media platform, in dental education especially when it comes to presence and branding for dental schools. Twitter is a helpful platform to expose dental schools to the community, this can be seen by their academic achievements as well as their active role with community service.
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24

Bair, Jeffrey H., and Myron Boor. "Hiring Practices in Dental Education: Comparison of Top- and Lower-Ranked Schools." Psychological Reports 70, no. 3_suppl (June 1992): 1163–68. http://dx.doi.org/10.2466/pr0.1992.70.3c.1163.

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The ten top-ranked dental schools, as indicated in The Gourman Report, had hired significantly more faculty members from among their own graduates ( Mdn = 42.5%) than had ten randomly selected lower-ranked dental schools ( Mdn = 19.6%). However, the proportions of faculty members hired by the ten top-ranked dental schools from graduates of the top-ranked schools other than their own ( Mdn = 15.9%) were nearly identical to the proportions of faculty members hired by the lower-ranked schools from graduates of the ten top-ranked schools ( Mdn = 17.2%). Both top-ranked and lower-ranked schools showed wide variations in their tendencies to hire faculty from top-ranked schools. Some variables that might account for these variations in hiring practices are noted.
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Bergoli, Anieli Dossa, Robert Eliot Primosch, Fernando Borba de Araujo, Thiago Machado Ardenghi, and Luciano Casagrande. "Pulp Therapy in Primary Teeth - Profile of teaching in Brazilian Dental Schools." Journal of Clinical Pediatric Dentistry 35, no. 2 (December 1, 2010): 191–95. http://dx.doi.org/10.17796/jcpd.35.2.d0m322604p81p1t2.

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This study investigates the profile of teaching primary tooth pulp therapy practiced by Brazilian dental schools. A multiple-choice questionnaire was sent by e-mail to 191 dental schools in Brazil, addressed to the pediatric dentistry Chairperson. The two-part survey consisting of multiple-choice questions regarding specific materials and techniques on pulp therapies, moreover, hypothetical clinical scenarios were presented so that the respondents could guide the treatment approach. The questionnaires were returned by 46.5% of the dental schools. Ninety-five percent of surveyed schools teach IPT for the treatment of deep carious lesions in dentin and indicate the calcium hydroxide as capping material (59,3%). The direct pulp capping is taught by 68.7% of schools and calcium hydroxide (97%) was the capping material most indicated. Pulpotomy is taught in 98.7% of schools and formocresol (1:5 dilution) was the medicament of choice(50%). All schools taught pulpectomy and Iodoform paste was the filling material preferred (55%). The results showed a lack of consensus in certain modalities and techniques for primary tooth pulp therapy taught by Brazilian dental schools.
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Ferreira-Nóbilo, Naiara de Paula, Maria da Luz Rosário de Sousa, and Jaime Aparecido Cury. "Cariology in Curriculum of Brazilian Dental Schools." Brazilian Dental Journal 25, no. 4 (2014): 265–70. http://dx.doi.org/10.1590/0103-6440201300149.

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Reasons for the iniquities of caries, globally recognized, may be related to how Cariology has been taught in dental schools. In Brazil, the most important universities, when considering healthcare teaching, are the public ones. The objective of this study was to identify the insertion of the contents of Cariology in the course flowcharts of public dental schools in the country. The survey was conducted in 2013 seeking to identify the realities of different geographical regions, aimed to the census of public dental schools. It was performed a documentary analysis of the menus of disciplines, identifying the following issues: number of dental schools that include content related to Cariology in their curricula; average total workload undergraduate courses and disciplines that contemplate the theme; distribution of disciplines in professional training cycles (basic, clinical and public health); existence of discipline and/or a specific department; verification of bibliographic indication directly related to Cariology. The response rate was 93.6%. All dental schools recommended specific books, and none of them had a Department of Cariology. All dental schools in the country contemplated content related to Cariology in their disciplines, distributed in specific disciplines (except for the Northern region) and disciplines in the three cycles of learning (basic, clinical and public health), with larger workload in the clinical cycle. Although public dental schools in Brazil demonstrated commitment to contemplating the content related to Cariology in their disciplines, the emphasis on the clinical cycle may not be promoting the integrated formation of students, which could be contributing to reflect the inequalities of the disease in the country.
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Ashraf, Sobia, Muhammad Usman Khalid, and Hamza Jamil. "DENTAL FLUOROSIS." Professional Medical Journal 25, no. 02 (February 10, 2018): 242–45. http://dx.doi.org/10.29309/tpmj/2018.25.02.450.

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Objectives: To assess the incidence of dental fluorosis in schoolchildren aged12 to 15 years resident of Gojra, Pakistan. Study Design: Cross sectional study. Setting: 10Different Public Schools of the City Gojra. Period: May to July 2017. Method: 526 volunteerswere examined in ten public schools of Gojra. The examination was performed in the schoolplayground by three dentists after tooth brushing under observation by a hygienist. Beforeexamination cotton pellets were applied on the teeth surfaces to remove the moisture and makethem perfectly dried and were examined in day light, with the use of an explorer, a mouth mirrorand tongue depressor. Dental fluorosis score was formulated using Dean’s index. Result: Dentalfluorosis was documented in nearly 18.44% of the examined schoolchildren. Maximum childrenwere presented with questionable condition (7.60%) and then followed by very mild (5.13%).The severity rate was 0.76%. Conclusion: Incidence of dental fluorosis was in accordance withother studies results done in the past. Fluoride is a crucial mineral and helps in controlling thecaries but it’s use must be in the normal range according to the demand of that area.
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Ming, Tan Yue, Nor Aidaniza Abdul Muttlib, Adam Husein, Rabihah Alawi, and Mohammad Khursheed Alam. "Dental Education: Restorative dentistry in Malaysia." Bangladesh Journal of Medical Science 12, no. 1 (January 17, 2013): 55–62. http://dx.doi.org/10.3329/bjms.v12i1.13352.

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Objectives: The aim of this study was to identify the requirements in restorative dentistry that undergraduate dental students have to fulfill in order to sit for final examinations in dental schools in Malaysia and to compare those requirement with the competencies stipulated by the Malaysian Qualification Agency (MQA). Materials and Methods: Questionnaire from a study done previously was modified and used in this study. All questionnaires were sent by post with a reply envelope. Eight dental schools had responded (72%) to the survey and the results showed that although dental schools may differ in the number of numerical requirements, their assessments were quite similar. One school does not practice numerical requirements at all. Results: In term of requirement for full crown, majority of the schools (88%) agreed that porcelain bonded to metal crown should be included in the numerical requirement. In contrast, majority of the schools (88%) did not include inlay/onlay in their numerical requirements. For plastic restorations like composite resin, amalgam and glass ionomer, majority of the schools (88%) used numerical requirements. Majority of the schools also agreed on numerical requirements for conventional bridge (88%) and incisor to molar endodontics (88%), but not for resin bonded bridge (75%). Conclusion: This study shows that there is a disparity among institutions in Malaysia in terms of finals requirement in restorative dentistry. Ideally, all requirements should be similar among institutions and should closely follow the guidelines provided by the MQA. DOI: http://dx.doi.org/10.3329/bjms.v12i1.13352 Bangladesh Journal of Medical Science Vol. 12 No. 01 January’13 pp.55-62
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Otto, Gustavo Machado, Camila Hélen Grock, and Francisco Montagner. "Dental schools and clinical endodontics in Brazilian Dental education institutions." Revista da ABENO 19, no. 4 (December 27, 2019): 61–69. http://dx.doi.org/10.30979/rev.abeno.v19i4.955.

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Este estudo transversal do tipo censo avaliou características dos cursos e os modelos de ensino de endodontia clínica nos cursos de Odontologia no Brasil. Realizou-se acesso a sítios eletrônicos de 452 cursos registrados no Cadastro Nacional de Cursos e Instituições de Educação Superior do Ministério da Educação. As variáveis de interesse foram: dados da instituição; presença de matriz curricular e projeto pedagógico do curso: dados do curso (número de semestres, turno de realização), dados referentes à área de endodontia clínica. Os dados foram inseridos em banco de dados e foi realizada análise estatística descritiva. A graduação em Odontologia ocorre majoritariamente em instituições privadas (86,3%) e na região sudeste (37,8%), sendo os cursos em sua maioria diurnos (73,8%). A matriz curricular e os projetos pedagógicos estavam disponíveis em 76,5% e 23,4%, respectivamente, sendo predominantemente encontrados nos sítios eletrônicos de instituições públicas. O ensino de endodontia clínica tem início em diferentes momentos, conforme o curso, iniciando no terceiro semestre e pode ocorrer de forma isolada ou em clínica integrada. Conclui-se que há um predomínio de oferta de ensino de graduação em Odontologia em instituições privadas. Há um número restrito de vagas em cursos noturnos. Há uma tendência que o ensino de endodontia clínica ocorra de forma integrada com as demais áreas da Odontologia. A coleta de informações é dificultada pelo número restrito de projetos pedagógicos disponíveis para consulta. O total acesso a estar informações permitiria que o aluno, ao ingressar na instituição, conheça como ocorrerá o processo de ensino-aprendizagem.
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Cutler, Catherine. "Perceptions of dental therapists within dental schools: a brief exploration." BDJ Team 8, no. 8 (September 2021): 22–23. http://dx.doi.org/10.1038/s41407-021-0706-9.

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31

Ngoc, Caroline Nguyen, and Terry E. Donovan. "Education About Dental Erosion in U.S. and Canadian Dental Schools." Journal of Dental Education 82, no. 12 (December 2018): 1296–304. http://dx.doi.org/10.21815/jde.018.140.

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32

Slabbert, J. C. G., J. F. Lownie, and C. B. Presfon. "The Provision of "Comprehensive Dental Care" in Various Dental Schools." Journal of Esthetic and Restorative Dentistry 2, no. 6 (November 1990): 177–80. http://dx.doi.org/10.1111/j.1708-8240.1990.tb00641.x.

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33

Algahtani, Fahda N., Reem M. Barakat, Lujain M. Alqarni, Alanoud F. Alqabbani, Manal F. Alkadi, and Rahaf A. Almohareb. "Undergraduate Endodontic Training and Its Relation to Contemporary Practice: Multicenter Cross-Sectional Study in Saudi Arabia." International Journal of Clinical Practice 2023 (January 4, 2023): 1–9. http://dx.doi.org/10.1155/2023/7484570.

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Background and Objectives. The aim of this study is to explore the current state of endodontic practical training in Saudi dental schools and its relevance to contemporary endodontic practice. Materials and Methods. An online questionnaire was developed and emailed to all dental schools in Saudi Arabia. This questionnaire was answered by the endodontic undergraduate program director. The data collected were analysed using descriptive statistics. Results. The response rate was 96.15%, which means twenty-five out of twenty-six dental schools participated in the study. The majority of the academic supervisors was endodontists (92%). The use of magnification and ultrasonic tips was not required by 84% and 76% of the dental schools, respectively. The main endodontic treatment techniques were the step-back technique and gates glidden for cleaning and shaping (76%) and cold lateral compaction for obturation (92%). Conclusions. The dental students were supervised by endodontic specialists and trained to use traditional endodontic methods. Encouraging dental educators to train students to use modern technology and equipment would probably improve their graduate clinical skills and performance.
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SMEETON, NIGEL. "UNDERGRADUATE COURSES IN DENTAL STATISTICS IN BRITAIN AND IRELAND." STATISTICS EDUCATION RESEARCH JOURNAL 1, no. 2 (December 29, 2002): 45–48. http://dx.doi.org/10.52041/serj.v1i2.565.

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Despite the recommendation of the General Dental Council that statistical methods and data analysis should form part of the curriculum of undergraduate dental degrees, little is known about the teaching of statistics in dental schools. This informal study was carried out to obtain information on the methods of teaching and assessment used in dental schools in Britain and Ireland. First published December 2002 at Statistics Education Research Journal: Archives
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Hussin, Mohd Zamri, Mohideen Salihu Farook, Nor Azlida Mohd Nor, Firdaus Hariri, Kathreena Kadir, Nor Nadia Zakaria, Muhammad Kamil Hassan, and Wan Nurazreena Wan Hassan. "Resuming Clinical Teaching in the Era of COVID-19: Experiences and Protocols from a Dental School in Malaysia." Sains Malaysiana 50, no. 7 (July 31, 2021): 2123–34. http://dx.doi.org/10.17576/jsm-2021-5007-25.

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The rapid spread of the global pandemic COVID-19 had challenged the Malaysian Healthcare and Education Systems. Teaching and learning at dental schools across the country were drastically changed to online approach as the nation enforced Movement Control Order (MCO). However, translation of psychomotor skills still require hands-on approach to produce competent dentists upon graduation, but most dental schools were not prepared for the prevention of COVID-19 transmission that require more strict cross infection protocol. The aim of this paper was to describe the response by a dental school in Malaysia to COVID-19 in modifying the clinical teaching and learning, infrastructure, facilities, and clinical services, and enhancing the infection control protocol through risk assessment of COVID-19 transmission and prevention strategies. The paper also discusses the limitations of our approach, challenges in providing clinical services and supervision as well as implications of changes to our practice. In conclusion, COVID-19 has modified the delivery and implementation of clinical teaching and learning in Malaysia. However, within the limited fund and resources, dental teaching institutions need to adapt to the new normal clinical environment in order to ensure that dentals students graduate on time with sufficient clinical training.
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Bardal, Priscila Ariede Petinuci, Kelly Polido Kaneshiro Olympio, Marília Afonso Rabelo Buzalaf, and José Roberto de Magalhães Bastos. "Dental caries and dental fluorosis in 7-12-year-old schoolchildren in Catalão, Goiás, Brazil." Journal of Applied Oral Science 13, no. 1 (March 2005): 35–40. http://dx.doi.org/10.1590/s1678-77572005000100008.

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INTRODUCTION: Over the last two decades, the prevalence of dental caries in children has decreased and the prevalence of dental fluorosis has increased. Knowledge on the epidemiologic conditions of a population is fundamental for the planning of health programs. OBJECTIVES: To determine the prevalence of dental caries and dental fluorosis among schoolchildren, in Catalão, Goiás, Brazil. METHODS: A random sample of 432 schoolchildren aged 7-12-years old was obtained. WHO (1997) criteria for dental caries and fluorosis diagnosis were used. RESULTS: The DMFT indexes were 0.97; 1.20; 1.80; 1.62; 2.40 and 2.51 for 7, 8, 9, 10, 11 and 12 years old, respectively. Analysis of dental fluorosis for the same ages presented higher prevalence at 12 years old and for the female gender. The percentage of questionable dental fluorosis (Dean's classification) was 34.0%. Only 3% of the sample presented dental fluorosis with scores very mild, mild and moderate. CONCLUSIONS: The prevalence of caries in schoolchildren of Catalão, Goiás, Brazil, was low. In average, private schools showed better results than public schools; however, all schools presented a low DMFT index. In this study, dental fluorosis is not a public health problem and has not damaged dental esthetics.
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Giusti, Lola K., Bruce Peltier, Lynn G. Beck Brallier, and Tobias E. Rodriguez. "Ethics instruction at California dental schools." STOMATOLOGY EDU JOURNAL 4, no. 2 (2017): 134–39. http://dx.doi.org/10.25241/stomaeduj.2017.4(2).art.6.

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Hume, W. R. "Challenges facing dental schools in Australia." Australian Dental Journal 37, no. 2 (April 1992): 134–39. http://dx.doi.org/10.1111/j.1834-7819.1992.tb03052.x.

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O'Neill, G. "Dental trauma: Trauma protocol for schools." British Dental Journal 225, no. 5 (September 2018): 376. http://dx.doi.org/10.1038/sj.bdj.2018.765.

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Cruz, E. V., M. E. M. Jimena, E. G. Puzon, and M. Iwaku. "Endodontic teaching in Philippine dental schools." International Endodontic Journal 33, no. 5 (September 2000): 427–34. http://dx.doi.org/10.1046/j.1365-2591.2000.00328.x.

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Beeley, Josie A. "Nutrition teaching in European dental schools." Journal of Human Nutrition and Dietetics 4, no. 2 (April 1991): 127–33. http://dx.doi.org/10.1111/j.1365-277x.1991.tb00087.x.

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Bender, A. E. "Nutrition teaching in European dental schools." Journal of Human Nutrition and Dietetics 4, no. 6 (December 1991): 427. http://dx.doi.org/10.1111/j.1365-277x.1991.tb00126.x.

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Tran, Carol. "The Plight Of Australian Dental Schools." Australian Dental Journal 60, no. 1 (February 26, 2015): 134. http://dx.doi.org/10.1111/adj.12297.

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Henry, CA, TE Winford, R. White, and J. Kettering. "Microbiology teaching in American dental schools." Journal of Dental Education 49, no. 12 (December 1985): 814–19. http://dx.doi.org/10.1002/j.0022-0337.1985.49.12.tb01957.x.

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Sabes, WR, and BA Purifoy. "Laboratory medicine in U.S. dental schools." Journal of Dental Education 51, no. 2 (February 1987): 106–8. http://dx.doi.org/10.1002/j.0022-0337.1987.51.2.tb02075.x.

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Cheney, HG. "Smoking policies of U.S. dental schools." Journal of Dental Education 54, no. 3 (March 1990): 216–17. http://dx.doi.org/10.1002/j.0022-0337.1990.54.3.tb02406.x.

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Cunningham, MA, AJ DiAngelis, and RJ Manski. "Marketing curricula in U.S. dental schools." Journal of Dental Education 54, no. 5 (May 1990): 286–87. http://dx.doi.org/10.1002/j.0022-0337.1990.54.5.tb02422.x.

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Hook, Charles R., Robert W. Comer, Robert M. Trombly, John W. Guinn, and Michael K. Shrout. "Treatment Planning Processes in Dental Schools." Journal of Dental Education 66, no. 1 (January 2002): 68–74. http://dx.doi.org/10.1002/j.0022-0337.2002.66.1.tb03509.x.

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Walker, Rosemary. "A HIPAA Strategy for Dental Schools." Journal of Dental Education 66, no. 5 (May 2002): 624–33. http://dx.doi.org/10.1002/j.0022-0337.2002.66.5.tb03541.x.

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Fu, Martin M., Angel Rodriguez, Rebecca Y. Chen, Earl Fu, Shu-Yi Liao, and Nadeem Y. Karimbux. "Administrative Trends in U.S. Dental Schools." Journal of Dental Education 78, no. 11 (November 2014): 1508–12. http://dx.doi.org/10.1002/j.0022-0337.2014.78.11.tb05825.x.

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