Literatura científica selecionada sobre o tema "Education, Dental, Continuing penn"
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Artigos de revistas sobre o assunto "Education, Dental, Continuing penn"
Hecker, Anne. "Continuing Dental Education". Journal of the American Dental Association 122, n.º 10 (outubro de 1991): 10. http://dx.doi.org/10.14219/jada.archive.1991.0287.
Texto completo da fonteTrager, Peter S. "CONTINUING DENTAL EDUCATION". Journal of the American Dental Association 138, n.º 6 (junho de 2007): 708. http://dx.doi.org/10.14219/jada.archive.2007.0246.
Texto completo da fonteWorld Dental Federation, FDI. "Continuing Dental Education". International Dental Journal 68, n.º 1 (fevereiro de 2018): 12–13. http://dx.doi.org/10.1111/idj.12370.
Texto completo da fonteSivapathasundharam, B. "Continuing dental education". Indian Journal of Dental Research 20, n.º 4 (2009): 393. http://dx.doi.org/10.4103/0970-9290.59427.
Texto completo da fonteSCHLEYER, TITUS K. L., e TUAN PHAM. "ONLINE CONTINUING DENTAL EDUCATION". Journal of the American Dental Association 130, n.º 6 (junho de 1999): 848–54. http://dx.doi.org/10.14219/jada.archive.1999.0310.
Texto completo da fonteHunter, Sally. "DCP education: a continuing evolution". Bulletin of the Royal College of Surgeons of England 92, n.º 10 (1 de novembro de 2010): 362. http://dx.doi.org/10.1308/147363510x538248.
Texto completo da fonteWalmsley, A. D., e J. W. Frame. "Continuing education of general dental practitioners". British Dental Journal 170, n.º 6 (março de 1991): 208–9. http://dx.doi.org/10.1038/sj.bdj.4807470.
Texto completo da fonteBartold, P. Mark. "Continuing Professional Dental Education Gains Momentum". Australian Dental Journal 56, n.º 2 (30 de maio de 2011): 111. http://dx.doi.org/10.1111/j.1834-7819.2011.01333.x.
Texto completo da fonteO'Neil, Edward H. "Continuing dental education in troubled times". Möbius: A Journal for Continuing Education Professionals in Health Sciences 6, n.º 1 (janeiro de 1986): 11–16. http://dx.doi.org/10.1002/chp.4760060105.
Texto completo da fonteSharawy, Mohamed. "Bioclinical Seminars for Undergraduate Dental Education and For Continuing Dental Education". CRANIO® 26, n.º 1 (janeiro de 2008): 1. http://dx.doi.org/10.1179/crn.2008.001.
Texto completo da fonteTeses / dissertações sobre o assunto "Education, Dental, Continuing penn"
Self, Jill L. "Continuing education in dental hygiene assessment of content and competencies /". Morgantown, W. Va. : [West Virginia University Libraries], 2000. http://etd.wvu.edu/templates/showETD.cfm?recnum=1390.
Texto completo da fonteTitle from document title page. Document formatted into pages; contains ix, 70 p. : ill. (some col.). Vita. Includes abstract. Includes bibliographical references (p. 61-62).
Wright-Hayes, Jane F. "Revenue generating and profitability practices of university-based continuing dental education programs". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2414.
Texto completo da fonteRolland, Elizabeth. "Comparing dental care prescribed by private practitioners and by dental directors exposed to continuing education in evidence-based guidelines". Thesis, National Library of Canada = Bibliothèque nationale du Canada, 2001. http://www.collectionscanada.ca/obj/s4/f2/dsk3/ftp05/MQ62933.pdf.
Texto completo da fonteDaugherty-Wood, Heather Nichole. "Measuring the Impact of Cultural Competence Training for Dental Hygiene Students". The Ohio State University, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=osu1429889900.
Texto completo da fonteMcGuinness, Meghan Ann. "Adult Learning-Focused Professional Development for Dental Hygiene Clinical Instructors". ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/1907.
Texto completo da fonteJohnson, Cassandra Jean. "Perceptions of Pre-doctoral and Dental Hygiene Students Regarding Intraprofessional Education". The Ohio State University, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=osu1492611975616089.
Texto completo da fonteRocha, Patrícia Flores. "O preceptor cirurgião-dentista da atenção primária à saúde na formação em odontologia : compreensão do papel e análise das características para a preceptoria". reponame:Biblioteca Digital de Teses e Dissertações da UFRGS, 2014. http://hdl.handle.net/10183/106846.
Texto completo da fonteINTRODUCTION: Based on the National Curriculum Guidelines for graduation courses in the health area, including the dentistry, curricular experiences now include the Unified Health System (SUS). In this context of emphasis on formation from the integration of service-learning-community and with the transformation of health care services in spaces of teaching-learning, it creates a demand for the professional services that, in addition to their routine activities, monitor and guide the learning of undergraduate students, acting as preceptors. OBJECTIVE: To understand the role of the preceptor dentist that work on SUS - in the Primary Health Care (PHC) – in the formation in dentistry, analyzing the characteristics for the preceptorship. METHODS: The method of investigation was the case study, in a predominantly qualitative form. The research took place in Porto Alegre, Rio Grande do Sul and involved the graduate dentistry course at the Federal University of Rio Grande do Sul (UFRGS) and PHC services, places of the realization of supervised curricular training in the 9th semester of the course. Data collection happened in three stages: completing a online questionnaire about the preceptors profile (n=18), interviews (10 students and 10 preceptors), and participant observation. The sampling method used for the interviews was the saturation. The information from the questionnaire were entered on IBM SPSS Statistics software and analyzed by means of frequency distribution. The interpretation of qualitative data has used the strategy of content analysis of Bardin, with the aid of ATLAS.ti software. The study was approved by the Ethics Committee in Research of the University. RESULTS: Students and dentists understand that the role of the teacher is to guide, explain, listen and assist the student in her period of curricular training, inserting it and encouraging them for interdisciplinary work in a multidisciplinary health care team. The posture of the preceptor and how it relates with the health care team and with the patients, allows the bond of the student with the team and the knowledge of the process of working from the different professionals in various spaces of action on Primary Health Care. Recommended characteristics for a preceptorship in Primary Care services contemplated the receptivity and the acceptance of the preceptor at the arrival of the student in the health care service, the want to be preceptor, the communication with the student and with the health team, the flexibility of the preceptor in the conduct with the student in planning the activities of the curricular training and the good interpersonal skills with student and the health team; also their didactic-pedagogic characteristic for teaching in health and the qualified clinical performance, as well as professional behavior, profile and training for operations in SUS and for the preceptor. FINAL REMARKS: The analysis of the results allowed understanding the role of the dentistry preceptor of the curriculum stage of PHC services, in the dentistry formation, as well as characteristic for the preceptorship. It is recommended that the research findings are presented and discussed in the UFRGS course of Dentistry, with the managers, teachers and students and with managers of PHC services in the city of Porto Alegre.
Denost, Hélène. "L'évaluation des pratiques professionnelles, un espace de réflexion à la croisée de la réflexivité et de la délibération éthique : implications pédagogiques en odontologie". Thesis, Sorbonne Paris Cité, 2016. http://www.theses.fr/2016USPCB218/document.
Texto completo da fonteWith the "Hospital, Patients, Health and Territories" (HPST) Act of 2009, the Evaluation of Professional Practices (EPP) has supplemented the continuing education program. It has since become important to question the contribution of the evaluation of professional practices in Continuing Professional Development (CPD), particularly in the field of Dentistry. However answering this question requires us to define continuing professional development. This research tackles two complementary aspects: first, the theoretical and pedagogical implications behind the Evaluation of Professional Practices in dentistry in a continuing professional development perspective; - and, second, the ethical issues implied in the construction of educational projects. The 2009 legislation considers professional development as a training mechanism. In educational research, however, professional development is understood as part of building the identity and skills set of the professional, whereas expected skills and reflective practices are linked to the movement of professionalization in health education. In theoretical and political debates, the notion of evaluation is overlooked or restrained to the "professional act", as well as any reflection on the ethical dimension of the evaluation procedures during the process of professionalization. The lack of established theoretical frameworks has led to an inductive type of research: a theoretical part based on analysis of theoretical writings, and an exploratory component among education officials in charge of initial and continuing education in dentistry. The synthesis of these two parts, beyond the opposition of theory and practice, suggests that a fresh look is needed in relation to the evaluation of professional practices and reflective practice, and puts the complexity of the process of questioning the professional action at the heart of the exercise of medical normativity
Sandilands, Marjorie J. "Perceived continuing education needs of dentists in Alberta". 1994. http://catalog.hathitrust.org/api/volumes/oclc/46960511.html.
Texto completo da fonteWener, Mildred Emmons. "The continuing education of dental hygienists : their beliefs, attitude, and intentions". 1986. http://hdl.handle.net/1993/24265.
Texto completo da fonteLivros sobre o assunto "Education, Dental, Continuing penn"
Executive, NHS Management. Postgraduate and continuing medical and dental education. Heywood: Health Publications Unit, 1991.
Encontre o texto completo da fonteEducation, Standing Committee on Postgraduate Medical and Dental. Monitoring postgraduate and continuing medical and dental education. London: SCOPME, 1993.
Encontre o texto completo da fontePenner, Maureen J. The application of adult education principles to continuing dental hygiene education. Toronto: M.J. Penner, 1986.
Encontre o texto completo da fonteJolyon, Oxley, e Standing Committee on Postgraduate Medical and Dental Education., eds. Continuing education for the community dental service: The future. London: SCOPME, 1999.
Encontre o texto completo da fonteStanding Committee on Postgraduate Medical and Dental Education. A strategy for continuing education and professional development for hospital doctors and dentists: Including the research report: Giving credit where credit is due. London: SCOPME, 1999.
Encontre o texto completo da fonteColorado. Department of Regulatory Agencies. Office of Policy, Research, and Regulatory Reform. 2014 review: Proposal for mandatory continuing education for dentists and dental hygienists. Denver, Colo.]: Colorado Department of Regulatory Agencies, Office of Policy, Research, and Regulatory Reform, 2014.
Encontre o texto completo da fonteOrthodontic, Educational Development Symposium (1994 Orlando Fl ). Proceedings of the Orthodontic Educational Development Symposium, April 28 and 29, 1994, Orlando, Florida. [St. Louis, Mo.]: American Association of Orthodontists, 1994.
Encontre o texto completo da fonteLouisiana State University Medical Center. School of Dentistry e United States. Administration on Aging, eds. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1993.
Encontre o texto completo da fonteLouisiana State University Medical Center. School of Dentistry. e United States. Administration on Aging., eds. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1993.
Encontre o texto completo da fonteJ, Legett Benjamin, e Louisiana State University Medical Center. School of Dentistry., eds. Dental care for Louisiana's elderly: Continuing education for practicing dentists and others. New Orleans, La: Louisiana State University Medical Center, School of Dentistry, 1989.
Encontre o texto completo da fonteTrabalhos de conferências sobre o assunto "Education, Dental, Continuing penn"
Al-Thani, Shaikha Saoud, Lolwa Al-Mohannadi, Meera Al-Khulifi, Doha Elsaman, Mark David e Hebah Osama. "Complexity and Use in Building Evaluation (CUBE2): The Modular Case of the BCR Corridors at Qatar University". In Qatar University Annual Research Forum & Exhibition. Qatar University Press, 2021. http://dx.doi.org/10.29117/quarfe.2021.0202.
Texto completo da fonteMachado, Fernanda Almeida, Paula Pontes Mota, Lorena Claudia de Souza Moreira e Regina Coeli Ruschel. "Template class to teach clash detection". In ENCONTRO NACIONAL SOBRE O ENSINO DE BIM. Antac, 2021. http://dx.doi.org/10.46421/enebim.v3i00.315.
Texto completo da fonteRelatórios de organizações sobre o assunto "Education, Dental, Continuing penn"
Amstutz, Richard D., Timothy R. Williams e Michael C. Chisick. Dental Continuing Education Preference Survey. Fort Belvoir, VA: Defense Technical Information Center, junho de 1992. http://dx.doi.org/10.21236/ada253812.
Texto completo da fonte