Profile of the dentist in the oral healthcare team in countries with developed economies

This paper confines itself to the description of the profile of a general dentist while outlining where the boundary between specialist and generalist may lie. The profile must reflect the need to recognize that oral health is part of general health. The epidemiological trends and disease variation of a country should inform the profile of the dentist. A particular tension between the provision of oral healthcare in publicly funded and private services may result in dentists practicing dentistry in different ways. However, the curriculum should equip the practitioner for either scenario. A dentist should work to standards appropriate to the needs of the individual and the population within the country's legal and ethical framework. He/she should have communication skills appropriate to ascertain the patient's beliefs and values. A dentist should work within the principles of equity and diversity and have the knowledge and clinical competence for independent general practice, including knowledge of health promotion and prevention. He/she should participate in life-long learning, which should result in a reflective practitioner whose clinical skills reflect the current evidence base, scientific breakthroughs and needs of their patients. Within the 4-5 years of a dental degree it is not possible for a student to achieve proficiency in all areas of dentistry. He/she needs to have the ability to know their own limitations and to access appropriate specialist advice for their patients while taking responsibility for the oral healthcare they provide. The dentist has the role of leader of the oral health team and, in this capacity; he/she is responsible for diagnosis, treatment planning and the quality control of the oral treatment. The dental student on graduation must therefore understand the principles and techniques which enable the dentist to act in this role. He/she should have the abilities to communicate, delegate and collaborate both within the dental team and with other health professionals, to the benefit of the patient. The profile of a dentist should encompass the points raised but will also be based upon competency lists which are published by a variety of countries and organizations. It is important that these lists are dynamic so that they are able to change in light of new evidence and technologies.

EEG and the variance of motor evoked potential amplitude

The motor threshold is an important parameter in selecting the treatment intensity of patients undergoing transcranial magnetic stimulation. The large variance in magnitude of motor evoked responses has forced clinicians to perform many trials and average the results to find a repeatable value for motor threshold. Our objective is to investigate the source of the variance in amplitude. Four clinically healthy adult males participated in an EEG and EMG during transcranial magnetic stimulation of the left motor cortex, 100% motor threshold, 0.1 Hz. Per our hypothesis, a significant negative correlation of .22 was found between the amplitude of the motor evoked potential and the power in the high alpha frequency band during the pre-stimulus period (p < .001). In addition, a significant positive correlation of .17 was found between the motor evoked potential (MEP) amplitude and the gamma band (p < .001). The strongest correlation of .27 (p < .001) was found between the MEP amplitude and the ratio of the power in the low gamma to high alpha band. We conclude that the gamma to alpha power ratio may be a useful indicator of cortical excitability.

A four-year curriculum in professional ethics and law for dental students

The four-year sequence of ethics courses at the School of Dentistry, University of Detroit Mercy is described in this article. A course blending lectures and small group discussion is taught each year, focusing on the issues facing students relevant to the students' stage of professional development. The sequence concludes with an Ethics Round in which students present a personal patient-based ethics case.

Learning the process of collaborative clinical research

Conducting research using a collaborative model is one mechanism for increasing participation in dental hygiene research by clinicians with limited research backgrounds and skills. This paper describes the learning process of collaborative research using a descriptive pilot study planned and implemented by a team of experienced researcher/educators and inexperienced dental hygienists. Formation and development of the research team and identification of the research topic are discussed; details from the pilot study illustrate delegation of roles and duties, and basic research methodology. Their successful interaction showed that such participation could translate into increased research activity, which would add to the dental hygiene knowledge base.

Ethical codes for attorneys: a brief introduction

Ethical standards for lawyers are contained in the Model Rules of Professional Conduct (which lays out both "shall/shall not" rules and "may" suggestions in nine broad areas) and the Model Code of Professional Responsibility (which covers essentially the same topic areas but offers more detailed commentary). Topics included in the Rules are the client-lawyer relationship, the attorney's role as an advocate and counselor, law firms and associations, public service, transactions with individuals other than clients and information about legal services including advertising, firm names, and letterhead. The American Dental Association's Principles of Ethics and Code of Professional Conduct is organized around the five ethical principles of patient autonomy, nonmaleficence, beneficence, justice, and veracity. There are substantial similarities in intent between the ethical standards of dentists and lawyers; there are also differences.