The dental student as technician: an 18-year follow-up of preclinical laboratory programs

Removable Partial Denture Education in U.S. Dental Schools

PURPOSE

A survey of U.S. dental schools was conducted in 2001 to determine the curricular structure, techniques, and materials used in predoctoral clinical removable partial denture (RPD) programs.

MATERIALS AND METHODS

The questionnaire was mailed to the chairperson of the prosthodontic/restorative departments of 54 U.S. dental schools. Of these, 44 schools returned the completed survey, resulting in a response rate of 82%.

RESULTS

Results from this survey show that a large majority of schools are using similar materials in clinical RPDs; for instance, using modeling compound for border molding final impression trays (61%) and using a semi-adjustable articulator for mounting preliminary casts (90%) and final casts (98%). In addition, a large majority of schools are using similar techniques in clinical RPDs, such as border molding the edentulous areas of the final impression tray (80%) and using the altered cast impression technique (59%). A set post-insertion protocol is present for patients who receive partial dentures in the majority of the schools (93%). Only 25% of schools reported incorporating new educational materials such as the use of Portrait artificial teeth at the predoctoral level. Eighteen percent of schools are allowing students to graduate without a set number of RPD clinical requirements as has been traditionally the case.

CONCLUSIONS

Predoctoral clinical RPD programs vary from school to school, yet a large percentage of schools agree on many topics.

Complete Denture Education in U.S. Dental Schools

PURPOSE

In 2001, a survey of U.S. dental schools was conducted to determine curricular content, teaching philosophies, and techniques used in clinical complete denture programs.

MATERIALS AND METHODS

The questionnaire was mailed to the chairperson of the prosthodontic/restorative department of 54 U.S. dental schools. Of these, 44 schools returned the completed survey, resulting in a response rate of 82%. The mean, median, and range of responses were computed where applicable.

RESULTS

Results from this survey show that a large majority of schools are using similar materials in clinical complete denture treatment: irreversible hydrocolloid for preliminary impression (87%); light-cured composite resin for record base fabrication (70%); a semiadjustable articulator (98%); and semianatomic posterior tooth form used exclusively or in combination with other tooth forms (75%). In addition, a large majority of schools are using similar techniques in clinical complete denture treatment: use of a protrusive record (80%); use of extra-oral measurements, speech, and esthetics for establishing the occlusal vertical dimension (59%); use of the conventional compression molding method for processing complete dentures (82%); occlusal equilibration and face-bow preservation (75%); and the clinical remount procedure (91%). A quality control program is present for cases sent to and returned from the laboratory in 73% and 84% of responding schools, respectively.

CONCLUSIONS

Clinical complete denture predoctoral programs vary from school to school, yet a large percentage of schools agree on many topics. Only 55% of schools reported incorporating new educational materials such as the use of dental implants and treatment of patients with implant-retained overdentures at the predoctoral level. Sixteen percent are allowing students to graduate without a set number of required complete dentures as has traditionally been the case. Sixteen percent are using newer techniques such as injection molding and microwave processing technique in addition to the conventional processing technique.

Preclinical removable partial dentures curriculum survey

PURPOSE

In 2001, a survey of U.S. dental schools was conducted to determine the curricular structure, teaching philosophies, and techniques used in preclinical removable partial denture (RPD) courses and to also establish what newer educational techniques and materials are currently being used by U.S. dental schools.

MATERIALS AND METHODS

The questionnaire was mailed to the chairpersons of the prosthodontic/restorative departments of 54 U.S. dental schools. Of these, 43 schools returned the completed survey, resulting in a response rate of 80%. The mean, median, and range of responses were computed where applicable.

RESULTS

Results from this survey show that the mean student-to-faculty ratio in the preclinical RPD course was 12:1, with a median of 10:1 and a range of 6:1 to 27:1. The mean number of laboratory hours was 55, with a median of 50 and a range of 13.5 to 120. The mean number of lecture hours reported was 21, with a median of 20.5 and a range 10 to 60. The mean number of practical examinations was 2, with a median of 3 and a range of 0 to 8. The mean number of written examinations given was 2, with a median of 2 and a range of 1 to 6. Ninety-five percent of the schools have prosthodontists teaching this course. The mean number of months that this course is taught is 4.4 months, with a median of 4 and a range of 1.5 to 10. Fifty-five percent of the schools used the Hanau semiadjustable articulator. One hundred percent of the schools teach students to use a surveyor when designing an RPD, and 84% percent of the schools teach the Krol or the Kratochvil RPI design or a combination of the 2 designs.

CONCLUSIONS

Preclinical RPD educational programs vary from school to school, yet a large percentage of schools agree on certain topics. Only 19% of dental schools are incorporating new technologies, such as the use of the internet, in their preclinical RPD curriculum.

Defining predoctoral prosthodontic curriculum: a workshop sponsored by the American College of Prosthodontists and the prosthodontic forum

Prosthodontic educators participated in a workshop held at The American College of Prosthodontists annual session in Kansas City, MO, in October 1996. Their goal was to review elements of the predoctoral prosthodontic curriculum to establish a consensus on the levels of expected skill and knowledge. Skill components were designated at the competency and exposure levels, while knowledge components were designated at the understanding and familiarity levels. The workshop recommendations were distributed to American and Canadian dental schools and the communities of interest for comments in January 1997. The workshop recommendations were reviewed and finalized at the American Association of Dental Schools annual meeting in Orlando, FL, in March 1997. The recommendations may be used by dental educators to prioritize curricular elements in relation to limited time dedicated to the prosthodontic curriculum. Outcomes assessment methods will be needed to ensure competency in the new dentist.

The dental student as technician: an 18-year follow-up of clinical laboratory programs

In 1977, a survey of American and Canadian dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring dental students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular dental care. In addition, approximately 20% fewer curriculum hours have been spent in dental schools in removable prosthodontic instruction; a declining number of graduating dental students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a de-emphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which dental schools instruct students about removable-prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the relative amount of material presented to students in clinical removable prosthodontics programs increased, primarily through the enhancement of laboratory technician support, both in-house and commercial, of student clinical removable prosthodontic laboratory procedures. The increase was greater than in preclinical removable prosthodontic programs, which were described in a companion article. The conflict between these outcomes and the call by the dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching students about the technical details involved in removable prosthesis fabrication is recognized and explored.