Assessment of Occlusion Curriculum in Predoctoral Dental Education: Report from ACP Task Force on Occlusion Education
Identifieur interne : 003649 ( Istex/Corpus ); précédent : 003648; suivant : 003650Assessment of Occlusion Curriculum in Predoctoral Dental Education: Report from ACP Task Force on Occlusion Education
Auteurs : Damian J. Lee ; Jonathan P. Wiens ; John Ference ; David Donatelli ; Rick M. Smith ; Bryan D. Dye ; Ales Obrez ; Lisa A. LangSource :
- Journal of Prosthodontics [ 1059-941X ] ; 2012-10.
English descriptors
- KwdEn :
- American association, American college, Articulation, Articulator, Assessment methods, Assistant professor, Associate professor, Balanced articulation, Canine, Canine disocclusion, Centric, Centric occlusion, Clinical competency examinations, Clinical component, Competency, Course directors, Current occlusion curriculum, Curricular guidelines, Curricular hours, Curriculum, Curriculum guideline, Curriculum guidelines, Demographic information, Dent, Dent educ, Dental, Dental education, Dental implant, Dental implants, Dental institutions, Dental schools, Dental students, Dentate, Dentate patients, Dentistry, Denture, Disocclusion, Educ, Expert opinion, Facebow, Faculty members, General concepts, General curriculum information, Guideline, Implant, Implant dentistry, Implant prosthodontics, Intercuspation, Laboratory course, Lingualized, Maximal intercuspation, Monoplane, Nonbalanced, Occlusal, Occlusal assessment, Occlusal scheme, Occlusion, Occlusion curriculum, Occlusion education, Patient care, Patient screening, Predoctoral, Predoctoral curriculum, Predoctoral occlusion curriculum, Predoctoral prosthodontic education, Program directors, Prosthet dent, Prosthodontic, Prosthodontic occlusion, Prosthodontics, Prosthodontist, Removable, Removable implant prosthodontics, Removable prosthodontics, Restorative dentistry, Second survey, Second year, Single standalone course, Student assessment, Task force, Teaching philosophy, Tooth contact, Total responses, Treatment plan, Undergraduate clinic, Undergraduate occlusion curriculum.
- Teeft :
- American association, American college, Articulation, Articulator, Assessment methods, Assistant professor, Associate professor, Balanced articulation, Canine, Canine disocclusion, Centric, Centric occlusion, Clinical competency examinations, Clinical component, Competency, Course directors, Current occlusion curriculum, Curricular guidelines, Curricular hours, Curriculum, Curriculum guideline, Curriculum guidelines, Demographic information, Dent, Dent educ, Dental, Dental education, Dental implant, Dental implants, Dental institutions, Dental schools, Dental students, Dentate, Dentate patients, Dentistry, Denture, Disocclusion, Educ, Expert opinion, Facebow, Faculty members, General concepts, General curriculum information, Guideline, Implant, Implant dentistry, Implant prosthodontics, Intercuspation, Laboratory course, Lingualized, Maximal intercuspation, Monoplane, Nonbalanced, Occlusal, Occlusal assessment, Occlusal scheme, Occlusion, Occlusion curriculum, Occlusion education, Patient care, Patient screening, Predoctoral, Predoctoral curriculum, Predoctoral occlusion curriculum, Predoctoral prosthodontic education, Program directors, Prosthet dent, Prosthodontic, Prosthodontic occlusion, Prosthodontics, Prosthodontist, Removable, Removable implant prosthodontics, Removable prosthodontics, Restorative dentistry, Second survey, Second year, Single standalone course, Student assessment, Task force, Teaching philosophy, Tooth contact, Total responses, Treatment plan, Undergraduate clinic, Undergraduate occlusion curriculum.
Abstract
Purpose: The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum.
Url:
DOI: 10.1111/j.1532-849X.2012.00876.x
Links to Exploration step
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<front><div type="abstract">Purpose: The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum.</div>
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<profileDesc><abstract xml:lang="en" style="main"><head>Abstract</head>
<p><hi rend="bold">Purpose:</hi>
The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum.</p>
<p><hi rend="bold">Materials and Methods:</hi>
The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web‐based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies.</p>
<p><hi rend="bold">Results:</hi>
According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion.</p>
<p><hi rend="bold">Conclusion:</hi>
Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed.</p>
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<p><b>Purpose:</b>
The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum.</p>
<p><b>Materials and Methods:</b>
The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web‐based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies.</p>
<p><b>Results:</b>
According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion.</p>
<p><b>Conclusion:</b>
Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed.</p>
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<note xml:id="n-fnt-3"><p><i>Previously presented at the ACP Joint Educator's Conference, Rosemont, IL, in 2010 and at the ACP's 40th Annual Session, Orlando, FL, in 2010.</i>
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<affiliation>Associate Professor and Chair, Department of Comprehensive Care, Case Western Reserve University School of Dental Medicine, Cleveland, OH</affiliation>
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<place><placeTerm type="text">Malden, USA</placeTerm>
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<dateIssued encoding="w3cdtf">2012-10</dateIssued>
<edition>Accepted January 22, 2012</edition>
<copyrightDate encoding="w3cdtf">2012</copyrightDate>
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<abstract>Purpose: The purposes of this report were to (1) assess the current occlusion curriculum in the predoctoral prosthodontic education of US dental institutions and (2) to examine the opinions of faculty, course directors, and program directors on the contents of occlusion curriculum.</abstract>
<abstract>Materials and Methods: The Task Force on Occlusion Education from the American College of Prosthodontists (ACP) conducted two surveys using a web‐based survey engine: one to assess the current status of occlusion education in predoctoral dental education and another to examine the opinions of faculty and course directors on the content of occlusion curriculum. The sections in the surveys included demographic information, general curriculum information, occlusion curriculum for dentate patients, occlusion curriculum for removable prosthodontics, occlusion curriculum for implant prosthodontics, temporomandibular disorder (TMD) curriculum, teaching philosophy, concepts taught, and methods of assessment. The results from the surveys were compiled and analyzed using descriptive statistics. The results from the two surveys on general concepts taught in occlusion curriculum were sorted and compared for discrepancies.</abstract>
<abstract>Results: According to the predoctoral occlusion curriculum surveys, canine guidance was preferred for dentate patients, fixed prosthodontics, and fixed implant prosthodontics. Bilateral balanced occlusion was preferred for removable prosthodontics and removable implant prosthodontics. There were minor differences between the two surveys regarding the occlusion concepts being taught and the opinions of faculty members teaching occlusion.</abstract>
<abstract>Conclusion: Two surveys were conducted regarding the current concepts being taught in occlusion curriculum and the opinions of educators on what should be taught in occlusion curriculum. An updated and clearly defined curriculum guideline addressing occlusion in fixed prosthodontics, removable prosthodontics, implant prosthodontics, and TMD is needed.</abstract>
<subject lang="en"><genre>keywords</genre>
<topic>Predoctoral prosthodontics curriculum</topic>
<topic>dental education assessment</topic>
<topic>competency</topic>
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<relatedItem type="host"><titleInfo><title>Journal of Prosthodontics</title>
<subTitle>Implant, Esthetic and Reconstructive Dentistry</subTitle>
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<identifier type="ISSN">1059-941X</identifier>
<identifier type="eISSN">1532-849X</identifier>
<identifier type="DOI">10.1111/(ISSN)1532-849X</identifier>
<identifier type="PublisherID">JOPR</identifier>
<part><date>2012</date>
<detail type="volume"><caption>vol.</caption>
<number>21</number>
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<detail type="issue"><caption>no.</caption>
<number>7</number>
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<extent unit="pages"><start>578</start>
<end>587</end>
<total>10</total>
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<identifier type="DOI">10.1111/j.1532-849X.2012.00876.x</identifier>
<identifier type="ArticleID">JOPR876</identifier>
<accessCondition type="use and reproduction" contentType="copyright">© 2012 by the American College of Prosthodontists</accessCondition>
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