Anatomical sciences: A foundation for a solid learning experience in dental technology and dental prosthetics

Basic science courses are extremely important as a foundation for scaffolding knowledge and then applying it in future courses, clinical situations as well as in a professional career. Anatomical sciences, which include tooth morphology, oral histology, oral embryology, and head and neck anatomy form a core part of the preclinical courses in dental technology programs. In this article, the importance and relevance of anatomical sciences to dental personnel with no direct contact with patients (dental technicians) and limited discipline related contact with patients (dental prosthetists) is highlighted. Some light is shed on the role of anatomical sciences in the pedagogical framework and its significance in the educational process and interprofessional learning of dental technicians and prosthetists using oral biology as an example in the dental curriculum. To conclude, anatomical sciences allow dental technicians and prosthetists to a gain a better insight of how tissues function, leading to a better understanding of diagnosis, comprehensive treatment planning and referrals if needed. Patient communication and satisfaction also increases as a result of this deep understanding of oral tissues. Anatomical sciences bridge the gap between basic science, preclinical, and clinical courses, which leads to a holistic approach in patient management. Finally, treatment outcomes are positively affected due to the appreciation of the macro and micro structure of oral tissues. Anat Sci Educ 10: 395-404. © 2016 American Association of Anatomists.

ADEA/AAL Institute for Allied Health Educators: Program Evaluation

Revised accreditation standards for dental and dental hygiene education programs have increased emphasis on faculty development that can improve teaching and learning, foster curricular change including use of teaching and learning technologies, and enhance retention and satisfaction of faculty. The American Dental Education Association (ADEA) and Academy for Academic Leadership (AAL) established the Institute for Allied Health Educators (IAHE) in 2007 to address faculty development needs for allied dental and allied health educators. In 2009, it was transitioned to an online program, which resulted in increased enrollment and diversity of participants. After seven years, a comprehensive program evaluation was warranted. The authors developed an online questionnaire based on Kirkpatrick's four-level model of training evaluation; for this study, levels one (satisfaction), two (knowledge and skill acquisition), and three (behavior change) were examined. Of the 400 program participants invited to take part in the study, a 38% response rate was achieved, with the majority indicating full-time faculty status. Nearly all (95-97%) of the respondents agreed or strongly agreed the program contributed to their teaching effectiveness, and 88-96% agreed or strongly agreed it enhanced their knowledge of educational concepts and strategies. In addition, 83% agreed or strongly agreed the program helped them develop new skills and confidence with technology, with 69% agreeing or strongly agreeing that it helped them incorporate technology into their own educational setting. Nearly 90% were highly positive or positive in their overall assessment of the program; 95% indicated they would recommend it to a colleague; and 80% agreed or strongly agreed they had discussed what they learned with faculty colleagues at their home institutions who had not attended the program. Positive findings from this evaluation provide evidence that the IAHE has been able to meet its goals.

Measuring team-based interprofessional education outcomes in clinical dentistry: psychometric evaluation of a new scale at an Australian dental school

Previous research on interprofessional education (IPE) assessment has shown the need to evaluate the influence of team-based processes on the quality of clinical education. This study aimed to develop a valid and reliable instrument to evaluate the effectiveness of interprofessional team-based treatment planning (TBTP) on the quality of clinical education at the Griffith University School of Dentistry and Oral Health, Queensland, Australia. A scale was developed and evaluated to measure interprofessional student team processes and their effect on the quality of clinical education for dental, oral health therapy, and dental technology students (known more frequently as intraprofessional education). A face validity analysis by IPE experts confirmed that items on the scale reflected the meaning of relevant concepts. After piloting, 158 students (61% response rate) involved with TBTP participated in a survey. An exploratory factor analysis using the principal component method retained 23 items with a total variance of 64.6%, suggesting high content validity. Three subscales accounted for 45.7%, 11.4%, and 7.5% of the variance. Internal consistency of the scale (α=0.943) and subscales 1 (α=0.953), 2 (α=0.897), and 3 (α=0.813) was high. A reliability analysis yielded moderate (rs=0.43) to high correlations (0.81) with the remaining scale items. Confirmatory factor analyses verified convergent validity and confirmed that this structure had a good model fit. This study suggests that the instrument might be useful in evaluating interprofessional or intraprofessional team-based processes and their influence on the quality of clinical education in academic dental institutions.

Attitudes towards shared learning of trainee dental technicians and undergraduate dental students

The challenges of health care are increasingly complex and subject to frequent change. Meeting these demands requires that health professionals work in partnership with each other and the patient. One way of contributing to this is for students to learn together. However, effective teamwork requires an education system that helps to foster understanding among all those entering the health workforce. The purpose of this study was to investigate the attitudes towards shared learning of undergraduate dental students and trainee dental technicians in a university dental school/hospital in the United Kingdom. Twenty-five trainee dental technicians and 75 undergraduate dental students took part in the study over five academic years. Data were collected using structured questionnaires. A 100% response rate was achieved from the questionnaires. The results indicated the majority of students recognized the benefits of shared learning and viewed the acquisition of teamworking skills as useful for their future working lives, beneficial to the care of their patients, and likely to enhance professional working relationships. The study also found a positive association of being valued as an individual in the dental team by all student groups. Future dental curricula should provide opportunities to develop effective communication between these two groups and encourage teamworking opportunities. These opportunities need to be systematically developed in the dental curriculum to achieve the desired goals.

Perceptions of uncivil student behavior in dental education

Students and faculty members in the health professions classroom are expected to exhibit professional behaviors that are conducive to maintaining a positive learning environment, but there is little published research concerning incivility in the area of dental education. The aim of this study was to evaluate differences in perceptions of incivility between dental faculty and students, between students in different courses of study, and between students in different years of dental study. The study utilized an anonymous electronic survey of all dental faculty and administrators and all dental, dental hygiene, and dental laboratory technology students at a single institution. The survey instrument contained questions concerning perceived uncivil behavior in the classroom and clinical settings. Response rates were 54% for faculty and administrators and ranged from 60% to 97% for students in various years and programs. The results were analyzed based on gender, course of study, year of study, and ethnicity. Significant differences were found regarding perceptions of civil behaviour between faculty and students, male and female students, the year of study, and the course of study. These differences point to the need for further research as well as administrative leadership and faculty development to define guidelines in this area in order to ensure a positive learning environment.

Communicating prosthetic prescriptions from dental students to the dental laboratory: is the message getting through?

The aim of this research was to investigate the quality of written prosthetic prescriptions provided by fourth-year dental students to a commercially operated dental laboratory and to ascertain the contribution of interprofessional education to improving prescription quality. Based on guidelines established by the Medicines and Healthcare Products Regulatory Agency of the European Union (Medical Device Directive 93/42/EEC), an audit was conducted prior to and after an educational intervention was delivered by a dental technician to a dental student cohort at one Australian dental school. Prior to the intervention, thirty-nine dental prosthetic prescriptions were collected, analyzed, and audited to determine the clarity of written communication and instructions from dental student to dental technician. Following the intervention, a further forty prosthetic prescriptions were collected from the same cohort of students and were audited. The audit of the initial prescriptions showed that 85 percent (n=33) did not comply with the recommended conventions. After the intervention, the prescriptions that did not meet the guidelines had fallen to 30 percent (n=12) of the total. Improvements in prosthetic prescriptions submitted by these dental students to the commercial dental laboratory suggest there is an advantage to including a prosthetic prescription-writing module in dental school curricula.

Audit to assess the quality of communication between operators and technicians in a fixed prosthodontic laboratory: educational and training implications

OBJECTIVE

This audit aimed to assess the quality of communication between dental students/qualified dentists and dental technicians, increase the percentage of satisfactorily completed laboratory prescriptions and reduce the number of errors that can result from poor communication. A subsidiary aim was to educate students and staff in this respect.

METHOD

An audit of laboratory prescription completion was conducted within Dundee Dental Hospital. Four hundred and eighteen prescriptions for indirect fixed restorations completed by dental undergraduates and qualified staff were audited over a three month period (first audit cycle). Educational reminders on laboratory prescriptions were then provided to undergraduates and qualified staff, a further three hundred and twenty-two prescriptions were audited (second audit cycle) and compared with the first cycle.

RESULTS

Satisfactorily completed prescriptions increased from 28% to 43% following basic educational intervention. However, this percentage still signifies a poor level of completion and the need for improvement. Some aspects of the prescription were completed better than others, but overall the standard remained poor with a significant number failing to comply with guidelines set by the UK General Dental Council, the European Union's Medical Devices Directive and the British Society for Restorative Dentistry (BSRD).

CONCLUSION

Further undergraduate and staff training on laboratory prescription writing will be necessary through staff training events and developments in the undergraduate curriculum.

Smiles for success: restoring functional dentition one mouth at a time

Edentulism is the outcome of a multifactorial process involving biological factors and patient-related factors. Prosthodontics serves as a solution. Tooth replacement through prosthetic devices may be prohibitive for the underserved population due to barriers such as cost and lack of transportation. A community service project was developed as a response strategy to address these concerns in Fort Wayne, Indiana. With the help of Indiana University Purdue University (IPFW) Dental Laboratory Technology students and local dental professionals, the Smiles for Success: Restoring Functional Dentition One Mouth at a Time project assisted the underserved of Fort Wayne. Success was accomplished through the repair or reline of existing dentures, as well as the creation of new partial and complete oral prosthetic appliances. Working within the existing healthcare framework of an inner city clinic and local health fair for the underserved, the project completed work on 29 dentures and restored 22 patients to functioning dentitions. While the prosthetic appliances bring about new and restored smiles, it leads to a lifetime of new opportunities and improved health.

A survey of the sociodemographic and educational characteristics of oral health technicians in public primary health care teams in Minas Gerais, Brazil

BACKGROUND

To describe some sociodemographic and educational characteristics of oral health technicians (OHTs) in public primary health care teams in the state of Minas Gerais, Brazil.

METHODS

A cross-sectional descriptive study was performed based on the telephone survey of a representative sample comprising 231 individuals. A pre-tested instrument was used for the data collection, including questions on gender, age in years, years of work as an OHT, years since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes. The descriptive statistic was developed and the formation of clusters, by the agglomerative hierarchy technique based on the furthest neighbour, was based on the age, years of work as an OHT, time since graduation as an OHT, formal schooling, individual income in a month, and participation in continuing educational programmes.

RESULTS

Most interviewees (97.1%) were female. A monthly income of USD 300.00 to 600.00 was reported by 77.5% of the sample. Having educational qualifications in excess of their role was reported by approximately 20% of the participants. The median time since graduation was six years, and half of the sample had worked for four years as an OHT. Most interviewees (67.6%) reported having participated in professional continuing educational programmes. Two different clusters were identified based on the sociodemographic and educational characteristics of the sample.

CONCLUSIONS

The Brazilian OHTs in public primary health care teams in the state of Minas Gerais are mostly female who have had little time since graduation, working experience, and formal schooling sufficient for professional practice.

Traditional and interprofessional curricula for dental technology: perceptions of students in two programs in Australia

Collaboration between dental technicians and other members of the dental care team is essential to achieve optimal outcomes for patients in prosthetic care. Interprofessional education can be effective in improving attitudes, communication, and practices within such teams. This study compared and contrasted the perceptions of role, responsibilities, communication, and teamworking of dental technology students in a traditional curriculum with those in an interprofessional curriculum, both in Australia. A social demographic questionnaire and two standard self-report measures were used to collect data from each year group of the two programs. Thirty to thirty-two of the thirty-nine students enrolled in a traditional dental technology program and nineteen to twenty-two of twenty-five students enrolled in an interprofessional curriculum completed surveys. Statistical analysis of self-report measures identified a significant difference in professional identity, development of roles, and perception of enhanced opportunities for collaboration of dental technologists with the wider oral health professions in those undertaking the interprofessional curriculum. This study suggests that interprofessional learning can shift traditional attitudes and, potentially, improve opportunities for collaboration between dentists and dental technicians. It also supports the idea that adoption of an interprofessional curriculum can significantly enhance communication and teamwork skills essential for readiness in the workplace.

Dental laboratory technology education in China: current situation and challenges

Modern dentistry and dental education in China were first introduced from abroad by Dr. Lindsay in 1907. However, advancements in the field of dental laboratory technology did not occur to the same degree in specialties such as prosthodontics and orthodontics. Since the 1990s, orders from abroad demanding dental appliances surged as the image of China as the "world's factory" strengthened. The assembly line model, in which technicians work like simple procedure workers, was rapidly applied to denture production, while the traditional education system and apprenticeship systems demonstrated little progress in these years. The lack of advancement in dental laboratory technology education caused insufficient development in China's dental technology industry. In order to alter the situation, a four-year dental laboratory technology undergraduate educational program was established in 2005 by West China School of Stomatology, Sichuan University (WCSS, SCU). This program was based on SCU's undergraduate education and WCSS's junior college education systems. The program introduced scientific methods in relevant subjects into laboratory technicians' training and made many improvements in the availability of trained faculty, textbooks, laboratory facilities, and curriculum.

New Zealand dental technicians and continuing education: findings from a qualitative survey

Under the 2003 Health Practitioners Competence Assurance (HPCA) Act, New Zealand registered dental technicians are subject to mandatory Continuing Professional Development (CPD) requirements. Internationally, little published literature has examined dental technicians' perspectives of CPD and CPD needs, and there is no published literature relating to the New Zealand context. Available research highlights the importance of CPD for maintaining high professional standards, ensuring patient safety, allowing dental technicians to keep abreast of current research and technological advances, fostering peer networks, and promoting job satisfaction. In 2009, an online open-ended questionnaire was developed to examine New Zealand dental and clinical dental technicians' perspectives of CPD and their perceived CPD needs. In total, 45 New Zealand registered dental technicians responded. Questionnaire responses provided rich qualitative insights into dental technicians' wide-ranging perceptions of CPD, factors that make CPD involvement more or less difficult and more or less desirable, and ways in which CPD access and relevance might be improved. This paper discusses the survey findings in the light of the existing literature on CPD and in relation to the unique New Zealand regulatory environment. It highlights the factors which respondents identified as shaping their CPD decisions, barriers to CPD engagement, perceived CPD needs, suggestions as to how the current CPD system could be improved, and areas for future research.

Design of removable partial dentures: a survey of dental laboratories in Greece

The aim of this study was to compare data on design and fabrication methods of removable partial dentures (RPDs) in two major cities in Greece. A questionnaire was sent to 150 randomly selected dental technicians. The participation rate was 79.3%. The anterior palatal strap, the lingual bar, and the Roach-type clasp arm designs were preferred. Half of the RPDs fabricated were retained using precision attachments. Differences between the two cities were observed in types of major maxillary connectors used, types of attachments and impression materials used, as well as the design of distal-extension RPDs. Postdoctoral education was found to have an impact on RPD fabrication. Despite the differences observed, design and fabrication of RPDs followed commonly used principles.

The relationship between dentists and dental laboratories--predictions for the future

This article provides an overview of the key market changes that are impacting the day-to-day relationship between dentists and dental laboratories and technicians. There are a variety of factors that facilitate the need for broader communication between dentists and dental technicians.

Dental care professionals: their training and clinical practice in the UK

Since the event of compulsory registration, Dental Care Professionals now make up approximately 60% of the dental workforce. This article outlines training for all groups of Dental Care Professionals and discusses their clinical practice, emphasizing the importance of their involvement in the delivery of holistic patient care.

CLINICAL RELEVANCE

To promote understanding of training and the current roles and responsibilities of the wider dental team.

Education of dentists in Thailand

Thailand is geographically located in southeast Asia and its population is 63 million. Little has been published on dental education in Thailand. This paper provides information about Thailand regarding its dental history, dental school system including curriculum and dental licensure. There are eight public and one private dental school in Thailand. A six-year dental education leads to the DDS degree. On graduation from the public dental schools, dentists are required to work in the public system for three years. Currently, there are approximately 8000 active dentists, with a dentist: population ratio of approximately 1:7000.

Infection control procedures in commercial dental laboratories in Jordan

The risk of cross-infection in dental clinics and laboratories has attracted the attention of practitioners for the past few years, yet several medical centers have discarded compliance with infection control guidelines, resulting in a non-safe environment for research and medical care. In Jordan, there is lack of known standard infection control programs that are conducted by the Jordanian Dental Technology Association and routinely practiced in commercial dental laboratories. The aim of this study was to examine the knowledge and practices in infection control among dental technicians working in commercial dental laboratories in Jordan. Data were collected from the dental technicians by a mailed questionnaire developed by the author. The questionnaire asked respondents to provide demographic data about age and gender and to answer questions about their knowledge and practice of infection control measures: use of gloves, use of protective eyeglasses and face shields, hepatitis B virus (HBV) vaccination, laboratory work disinfection when sent to or received from dental offices. and regularly changing pot water or pumice slurry. Of the total respondents, 135 were males (67.5 percent) and sixty-five were females (32.5 percent) with a mean age of twenty-seven years. The results showed that 24 percent of laboratory technicians wore gloves when receiving dental impressions, while 16 percent continued to wear them while working. Eyeglasses and protective face shields were regularly worn by 35 percent (70/200) and 40 percent (80/200) of technicians, respectively. Fourteen (14 percent) had received an HBV vaccination, and 17 percent inquired if any disinfection measures were taken in the clinic. Eighty-six percent of the technicians reported that pumice slurry and curing bath water were rarely changed. Only five dental technicians (two males and three females) were considered to be fully compliant with the inventory of infection control measures, a compliance rate of 2.5 percent with no significant difference between males and females (p>0.05). In conclusion, there is lack of compliance with infection control procedures of dental technicians working in commercial laboratories in Jordan.

The future for removable prosthodontics in the UK – a personal opinion

In allowing Clinical Dental Technicians (CDTs) to practise complete denture prosthodontics independently the General Dental Council (GDC) has set a dangerous precedent that could threaten the future integrity of the 'dental team'. In bemoaning the decline in standards for undergraduate teaching of removable prosthodontics the academic specialists, and the BSSPD, only have themselves to blame. It can only be hoped that, once established, Clinical Dental Technicians will raise the woefully low standard of removable prosthodontics in the UK.

Professional development for dental technicians; a pilot study

OBJECTIVE

To investigate the continuing professional development (CPD) needs of dental technicians in the North of England.

SUBJECTS

Thirty-nine commercial laboratories with postal addresses in the North of England and 32 dental technicians working within NHS hospitals, community dental laboratories and a university dental school.

DESIGN

Structured questionnaires, semi-structured interviews and focus groups.

RESULTS

A 44% response rate was achieved following two mailings to commercial laboratories. A 91% response rate was achieved from technicians working within the NHS sector and university dental school. Those who responded were in overall agreement about the proposed introduction of a CPD policy for dental technicians. A minority expressed concerns regarding the constraints of cost, time and access.

CONCLUSION

This study highlighted a number of potential problems regarding the introduction of a CPD policy for dental technicians. To work it would need to meet the needs of the technician and the employer. It would also need to be flexible, practical and financially viable.

Perceived sources of stress within a dental educational environment

The aim of this study was to identify the perceived sources of stress among dental students, dental hygiene students, and dental technology students enrolled at Jordan University of Science and Technology (JUST). The modified dental environment stress questionnaire was administered to 183 students. The perceived stressors varied between major and year. Dental students gave high scores for examinations, reduced holidays, inadequate time for relaxation, fear of failure, completing clinical requirements, and differences in opinion between staff. Dental hygiene students gave the highest scores for uncertainty about the field of study as future career, examinations, inadequate clinical training and supervision, inadequate relaxation, and discrimination between students. Dental technology students also gave high scores for uncertainty about future career, examinations, approachability of the staff, inadequate relaxation, and completing requirements. Females are more stressed than males with regard to personal factors. Dental technology and/or dental hygiene students have significantly higher scores than dental students in 12 items. Students who reported their first choice of study was not their current field of study showed more stress concerning their future careers. The high scores reported for some stressors among students emphasize the need to address student's concerns.

Dental laboratory technology in crisis: the challenges facing the industry

Undoubtedly, the four challenges facing dental technology we have described in this article are not the only ones, but they are the major ones as identified by the participants in the Dental Technology Summit. The attendees conducted active discussion on all of these points and developed potential solutions. It was gratifying to see the various political and organizational factions agree on the challenges, and the participants felt at the conclusion of the conference that the described challenges are, in fact, those that need immediate attention. We will discuss suggested potential solutions in a column in the June issue of JADA.

Educational needs and employment status of Scottish dental technicians

OBJECTIVE

To investigate the educational needs and employment status of dental technicians in Scotland.

SUBJECTS

Two hundred and fifty dental technicians with postal addresses in Scotland.

DESIGN

Structured questionnaire.

RESULTS

An 83% response rate was achieved following three mailings. The majority of respondents were employed in commercial dental laboratories largely within the 'central belt' of Scotland, with 96% stating they were in full-time employment. Only 33% of these essential health-care workers were voluntarily registered with the Dental Technicians' Association, suggesting that a significant number had not felt it necessary or beneficial to do so. A lack of educational structure was identified, as was poor remuneration and an absence of opportunity for career progression. Although the prospect of continuing professional development was desirable, many respondents reported that they would be penalised financially for undertaking this and, in addition, may not be given the opportunity to pursue education because of lack of co-operation from their employer. Only 47% had attended an educational event within the preceding year, and of those who had not done this, a period of two-32 years had elapsed since any CPD involvement. Of the respondents, only 34% stated that any financial assistance had been available for educational purposes, with access to education being highlighted as problematic by 68%. A total of 64% of subjects felt they were out-of-date with professional education.

CONCLUSIONS

This study highlights a number of real and potential problems in the field of education in dental technology. It is apparent that change within the structure of education and professional status, although largely welcomed, may be difficult to implement. The profession, as a whole, must realise that these changes in education and employment are not optional, and should be embraced as a positive step which will hopefully raise the profile and status of dental technicians throughout the UK.

A look at allied dental education in the United States

BACKGROUND

The American Dental Association conducts surveys of educational programs in dental assisting, dental hygiene and dental laboratory technology. The 2002-2003 survey included questions about enrollment, graduates, program information and trends.

METHODS

The ADA Survey Center mailed the Survey of Allied Dental Education to 548 program directors of dental assisting, dental hygiene and dental laboratory technology educational programs. They also sent several follow-up notices as a reminder to complete the survey. A 100 percent response rate is mandatory for continued accreditation by the Commission on Dental Accreditation. Association staff members resolved inconsistencies in the data and analyzed them before producing a final report.

RESULTS

The number of applications to, first-year enrollment in and number of graduates in dental hygiene and dental assisting educational programs have increased during the last five years. During the same period, the number of applications to, and graduates of, dental laboratory technology educational programs decreased, but first-year enrollment increased slightly.

CONCLUSIONS

Results from these surveys help address the concerns of the public and the profession regarding allied dental manpower levels. They also provide information for those interested in applying to individual allied dental educational programs.

PRACTICE IMPLICATIONS

Private dental practices employ the majority of graduates of allied dental educational programs. Recent graduates of dental assisting and hygiene programs continue to supply the office staff members needed to support the delivery of dental care.

Dental laboratory technology in crisis, part II

The dental laboratory industry appears to need immediate change to face many challenges, the four most significant of which are described in this column and in our column in May JADA. The first article on this subject described the current challenges facing the laboratory industry, as determined by conference attendees representing all aspects of the dental industry and related professions. This article reports on the suggestions made by attendees of this conference to solve the identified challenges.

'Bridging the gap.' Should the training of dental technicians be linked with that of the dental undergraduate?

OBJECTIVES

Improving communication and collaboration between members of the dental team is important to the long term aim of improving the quality of dental care for patients. For example, closer integration between trainee dental technicians and undergraduate dental students during their courses of training should both help to develop their own skills and foster an improved level of communication and understanding between these members of the dental team. The purpose of this study was to ascertain the number of dental teaching hospitals in Great Britain and Ireland currently involved with the training of dental technicians, and to find out how many of these bring trainee technician and undergraduate dental students together at some time during training as a matter of policy.

METHODS

Action research was carried out in the form of a linking exercise in the Newcastle upon Tyne Dental Hospital. This involved second year trainee dental technicians and third year undergraduate dental students working together to provide complete dentures for a patient within the formal undergraduate course in complete denture construction. The trainee technicians also attended a series of lectures relevant to this course alongside undergraduate dental students.

RESULTS

The main findings revealed that although a number of dental teaching hospitals were involved with the training of dental technicians and had encouraged links between undergraduate dental students and trainee technicians, few had formalised these links in any way.

CONCLUSION

The outcomes of the linking exercise were evaluated by means of focus groups, observations and semi-structured interviews. Results indicated that both the trainee dental technician and the undergraduate dental student benefited to some extent from closer collaboration during training.

An undiagnosed case of malignancy: case report

The following report describes the treatment carried out by a UK high street dental technician on an elderly patient with a large malignancy invading the oral cavity through the hard palate from the nose. The lesion remained undiagnosed during treatment for three months. The consequences of this error, and the future role of the clinical dental technician are discussed.

Trends in dental and allied dental education

BACKGROUND

Educational programs play an important role in preparing a qualified dental work force. This article reviews the current status and trends in dental, advanced dental and allied dental education programs in the United States and examines their impact on the dental work force.

OVERVIEW

This analysis focuses on survey data collected by the American Dental Association during the past 10 to 15 years and compares recent patterns in applications, enrollment and graduation with previous trends. The numbers of educational programs, applicants, enrollees and graduates have increased in dentistry, dental hygiene and dental assisting, while dental laboratory technology has declined in all measures. The proportion of women in dentistry has increased, while the ethnic profile of dental and allied personnel has shown little change. Both the cost of dental education and student debt continue to increase.

CONCLUSIONS

Despite increases in the number of educational programs and overall numbers of graduates from dental and allied dental education programs, the proportion of underrepresented groups still lags behind their representation in the overall population, and the number of allied personnel falls short of practice needs.

PRACTICE IMPLICATIONS

Patterns in applications, enrollment and graduation are important determinants of the dental and allied dental work force. The cost and funding of education significantly affect the attractiveness of dental careers and the sustainability of educational programs and should be monitored carefully by the profession.

A national survey of dental technicians: career development, professional status and job satisfaction

OBJECTIVE

To investigate the career development, perception of status within the dental team, and level of job satisfaction of dental technicians in the United Kingdom.

DESIGN

Cross-sectional postal questionnaire survey of 1,650 dental technicians registered with the Dental Technicians Association. Replies were received from 996 (60%).

RESULTS

Eighty two per cent respondents had a qualification in dental technology and 21% also had an advanced level qualification. Almost two thirds of the respondents had undertaken no verifiable continuing professional development in the previous year. Only 27% of respondents expected to develop their career over the next five years. Less than 50% of the respondents felt adequately valued as individuals and as a professional group in the dental team. Job satisfaction was significantly related to age, attendance at one or more courses in the last year, working shorter hours, feeling valued in the dental team, and future career plans.

CONCLUSIONS

Plans for the registration and role expansion of dental technicians provide opportunities for career development which have yet to be realised. The low levels of continuing professional development currently undertaken indicate the need for a review of the provision and funding of training at a strategic level. Whilst levels of job satisfaction are satisfactory, many dental technicians feel insufficiently valued in the dental team.

The professions of dentistry and dental laboratory technology

BACKGROUND

Dentistry's mission to provide rehabilitation services to patients who experienced dental disease is being jeopardized through the continual reduction of critical to quality skills and knowledge in dental laboratory technology being offered in dental and dental laboratory technician education. These reductions are creating a shortage of knowledgeable dentists and dental laboratory technicians who will be needed to address the projected public demand for laboratory-fabricated tooth replacements and restorations.

METHODS

Demographic trend analysis supports a hypothesis that without immediate action by dentistry, substantial patient needs will not be met owing to inadequate levels of dental laboratory support for general dentists.

RESULTS

The sophistication of laboratory-based rehabilitative and elective therapies demand closer cooperation between dentists and dental laboratory technologists.

CONCLUSIONS

Dentistry must not abdicate its responsibilities in dental technology as it pursues a path away from rehabilitation services toward a projected future of prevention services. With decreasing educational exposure and training in dental laboratory procedures, dentists will have difficulty participating with dental laboratory technologists to fabricate laboratory-based rehabilitative and elective therapies. Without significant guidance from dental professionals in establishing laboratory standards in both education and practice, proprietary interests and commercial biases may set the laboratory and clinical standards of the future.

CLINICAL IMPLICATIONS

Dentists will have limited experience or background to evaluate the dental laboratory technology offered in the marketplace and will be subject to the marketing of the industry. A shortage of educationally trained dental laboratory technologists will create a clinical and an economic burden on both dentists and patients.