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Relevant bibliographies by topics / London Hospital. Dental School

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Academic literature on the topic 'London Hospital. Dental School'

Author: Grafiati

Published: 4 June 2021

Last updated: 29 January 2023

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Journal articles on the topic "London Hospital. Dental School"

1

Hillam, Christine. "Ernest Smith and Beryl Cottell, A history of the Royal Dental Hospital of London and School of Dental Surgery, 1858–1985, London and Atlantic Highlands, NJ, Athlone Press, 1997, pp. xi, 177, £17.95 (0-485-11517-4)." Medical History 43, no. 2 (April 1999): 270–71. http://dx.doi.org/10.1017/s0025727300065236.

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Peters, Hannah. "Professor Robert Lechler, vice principal, health, and dean, School of Medicine and Dental Institute at Guy’s, King’s, and St Thomas’ Hospitals, King’s College London." BMJ 336, no. 7642 (March 1, 2008): s81. http://dx.doi.org/10.1136/bmj.39462.484479.ce.

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3

Booth, Joelle, Bethany Revert, Himani Chhabra, Haleema Rabeea, and Zahra Shehabi. "Dental sustainability showcase at The Royal London Dental Hospital." British Dental Journal 233, no. 4 (August 26, 2022): 256. http://dx.doi.org/10.1038/s41415-022-4941-z.

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4

Hancocks, S. "Newcastle Dental School and Hospital celebrates its centenary." British Dental Journal 178, no. 10 (May 1995): 360–61. http://dx.doi.org/10.1038/sj.bdj.4808764.

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5

AHLBERG, K. F. "Undergraduate endodontic teaching at the London Hospital Dental Institute." International Endodontic Journal 24, no. 4 (July 1991): 155–60. http://dx.doi.org/10.1111/j.1365-2591.1991.tb00125.x.

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6

Hillam, D. G. "Career patterns of dental hygienists qualifying from the Liverpool Dental Hospital School of Dental Hygiene." British Dental Journal 166, no. 8 (April 1989): 310–11. http://dx.doi.org/10.1038/sj.bdj.4806812.

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7

Howell, Susan, and Geoffrey Morel. "Orthodontic treatment needs in Westmead Hospital Dental Clinical School." Australian Dental Journal 38, no. 5 (October 1993): 367–72. http://dx.doi.org/10.1111/j.1834-7819.1993.tb05518.x.

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8

Agel, M., W. Marcenes, S. A. Stansfeld, and E. Bernabé. "School bullying and traumatic dental injuries in East London adolescents." British Dental Journal 217, no. 12 (December 2014): E26. http://dx.doi.org/10.1038/sj.bdj.2014.1123.

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9

Preshaw, Philip M., R. Graham Chadwick, Kevin Davey, Andrew Mason, Grant McIntyre, Peter A. Mossey, Kerry Richardson, Lorraine Robertson, Clement Seeballuck, and Fiona Stewart. "Dental education at Dundee Dental Hospital and School - a notable past and inspiring future." British Dental Journal 233, no. 5 (September 9, 2022): 423–26. http://dx.doi.org/10.1038/s41415-022-4900-8.

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10

Roshan, NM, and B. Sakeenabi. "Anxiety in Children during Occlusal ART Restorations in Primary Molars Placed in School Environment and Hospital Dental Setup." Journal of Clinical Pediatric Dentistry 36, no. 4 (July 1, 2012): 349–52. http://dx.doi.org/10.17796/jcpd.36.4.n77742x585742084.

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Objective: To evaluate the anxiety in children during occlusal atraumatic restorative treatment (ART) in the primary molars of children; and compare the anxiety for ART procedure performed in school environment and in hospital dental setup. Study design: A randomized controlled trial where One dentist placed 120 ART restorations in 60 five- to seven year-olds who had bilateral matched pairs of occlusal carious primary molars. A split-mouth design was used to place restorations in school and in hospital dental setup, which were assigned randomly to contralateral sides. Anxiety was evaluated by Modified Venhem score and the heart rate of the children at five fixed moments during dental treatment. Results: At the entrance of the children into the treatment room, statistically significant difference between treatment in school environment and treatment in hospital dental setup for venham score and heart rate could be found (P=0.023 and P=0.037 respectively). At the start of the treatment procedure higher venham score and heart rate was observed in children treated in hospital dental setup in comparison with the children treated in school environment , finding was statistically significant (P=0.011 and P=0.029 respectively). During all other three points of treatment, the Venham scores of the children treated in school were lower than those of the children treated in hospital dental setup but statistically not significant (P>0.05). Positive co-relation between Venham scores and Heart rate was established. No statistically significant relation could be established between boys and girls. Conclusions: Overall anxiety in children for ART treatment was found to be less and the procedure was well accepted irrespective of environment where treatment was performed. Hospital dental setup by itself made children anxious during entrance and starting of the treatment when compared to children treated in school environment.

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Books on the topic "London Hospital. Dental School"

1

Fish, S. Francis. The dental school of the London Hospital Medical College 1911-1991: The story of the London's Dental School. [London]: London Hospital Dental Club and London Hospital Medical College, 1991.

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2

College, London Hospital Medical, and London Hospital Dental Club, eds. The Dental School of the London Hospital Medical College, 1911-1991: The story of the London's Dental School. [London]: The College, 1991.

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3

1921-, Cottell Beryl D., ed. A history of the Royal Dental Hospital of London and School of Dental Surgery, 1858-1985. London: Athlone Press, 1997.

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4

Dublin Dental Hospital: Embedded space. Kinsale: Gandon Editions, 2011.

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5

Royal Dental Hospital of London. Royal Dental Hospital and School: An historical souvenir. [London]: The Hospital, 1985.

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6

Murray, J. J. Newcastle Dental School and Hospital, 1895-1995: Illustrated history. Newcastle: University of Newcastle-upon-Tyne, Faculty of Medicine, 1995.

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7

LHMC 1785-1985: The story of the London Hospital Medical College, England's first medical school. London: London Hospital Medical Club, 1986.

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8

Higher Education Quality Council. Quality Assurance Group. St George's Hospital Medical School: University of London : quality audit report. Birmingham: Higher Education Quality Council, 1994.

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9

B, Lee John. The evolution of a profession and of its dental school in Dublin. (Dublin): Atrium Productions, 1992.

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10

St. Mary's Hospital (London, England). Medical School. Undergraduate prospectus. London: the Hospital., 1988.

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Book chapters on the topic "London Hospital. Dental School"

1

Walsh, Kieran. "Laboratory at the London School of Tropical Medicine at the Albert Dock Seamen’s Hospital (Seamen’s Hospital Society)." In Medical Education, 191–92. CRC Press, 2016. http://dx.doi.org/10.1201/b21484-93.

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Greenblatt, Samuel H. "Prologue to Originality." In John Hughlings Jackson, 9–28. Oxford University Press, 2021. http://dx.doi.org/10.1093/med/9780192897640.003.0002.

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John Hughlings Jackson was born into a Dissenting family in Yorkshire, England, in 1835. During a medical apprenticeship, in 1852 he entered the York Medical School, where the faculty included Thomas Laycock. Jackson studied at St. Bartholomew’s Hospital, London, 1855–1856, and then he returned to York. In 1859 he moved permanently to London, where he lived with the family of fellow Yorkshireman Jonathan Hutchinson, until he married in 1865. In 1860 Jackson acquired his M.D. by examination at the University of St. Andrews, Scotland. Also in 1860 he was persuaded to specialize in neurology by Charles-Edouard Brown-Séquard, who helped Jackson obtain his first appointment at the National Hospital, Queen Square, in 1862. In 1863 Jackson was appointed Assistant Physician to the London Hospital.

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Winnicott, Donald W. "Memorandum on Gisburne House." In The Collected Works of D. W. Winnicott, 441–44. Oxford University Press, 2016. http://dx.doi.org/10.1093/med:psych/9780190271374.003.0101.

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4

Bonner, Thomas Neville. "Consolidation, Stability, and New Upheavals, 1920-1945." In Becoming a Physician. Oxford University Press, 1996. http://dx.doi.org/10.1093/oso/9780195062984.003.0017.

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By the end of World War I, the basic structures of undergraduate medical education in both Europe and America were largely in place. Future practitioners on both sides of the Atlantic now began their training with a lengthy preparation in liberal studies, with special attention to physics, chemistry, and biology, then studied for two or more years in laboratory based courses in the preclinical medical sciences followed by a like period of clinical study, and finally spent at least a year in acquiring practical, hands-on training in a hospital. With few changes, except for the growth of postgraduate education, this basic pattern prevailed everywhere in the interwar years before 1945. In the transatlantic nations, in short, these were years of consolidation of patterns formed well before 1914. The study of medicine now consumed a minimum of five years beyond the school-leaving or college experience and frequently took six to ten years to complete. Except for the hospital schools of London, nearly every medical school in the Western world was attached to a university. Almost no school of medicine was without its teaching hospital where training students was a primary concern. Governments everywhere played an ever larger role in setting basic requirements and providing financial support of medical education. Physicians’ associations became more and more powerful and sometimes dominant in setting standards of education and licensure. And in these postwar years, the practice of medicine became an almost wholly middle-class occupation, exacting high standards of preparation and social expectation and open to only the most exceptional among the less affluent. The costs of study were rising so steeply that it was largely unavailable to the poor, even in the United States. The national differences of a quarter-century before, though evened out in many particulars, were still discernible in 1920. The war, after all, permitted no major changes in instruction, equipment, or curriculum in Europe, and reform efforts after the war were hampered by the need to restore and rebuild.

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5

Cooper, John. "Jewish Consultants after the Second World War." In Pride Versus Prejudice, 252–85. Liverpool University Press, 2003. http://dx.doi.org/10.3828/liverpool/9781874774877.003.0012.

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This chapter explores Jewish consultants after the Second World War. In the years immediately after the Second World War, there was a shortage of places in British medical schools, and in the intense competition for admission between recent school-leavers and returning soldiers, priority was given to those who could show evidence of military service. As a result, there were instances of prejudice being shown against Jewish applicants and refugees, some of whom were of Jewish origin. Meanwhile, because of the shortage of consultants at the inauguration of the National Health Service in 1948, hospitals had to employ a large number of refugee doctors, many of whom were specialists. While the post-war period saw an expansion of the number of Jewish doctors practising in London, the increase over the late 1930s was not dramatic. Following the Race Relations Acts of 1965, 1968, and 1976, a more tolerant climate of opinion gradually evolved which assisted Jews and others when they applied for medical scholarships and appointments as specialists. The chapter then examines how the new machinery set up for the selection of senior hospital staff enhanced the opportunities for Jewish candidates to make successful applications.

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6

Emsley, John. "Severin Klosowski alias George Chapman." In The Elements of Murder. Oxford University Press, 2005. http://dx.doi.org/10.1093/oso/9780192805997.003.0017.

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Severin Klosowski was born on the morning of 14 December 1865 in the village of Nagornak near Kolo in part of Russian-occupied Poland. He died 38 years later, as George Chapman, on the morning of 7 April 1903 in London, hanged for poisoning three of his partners with antimony in a way that was long and painful but which made it appear they were dying of natural causes. What is rather unusual about these murders were the many witnesses to the way that he carried them out. Antonio Klosowski was 30 and his wife Emilie 29 when their son Severin was born. They were Roman Catholics, and Antonio was the village carpenter. When he was seven years old, on 17 October 1873, Severin started primary school, which he attended for the next seven years, leaving on 13 June 1880, with a good final report. Later that year, on 1 December, he was apprenticed to Moshko Rappaport, in Zwolen, 90 km south of Warsaw. Rappaport would train him to be a feldscher, an occupation combining the roles of barber and minor surgeon. This qualification would allow him to perform small operations by himself, or to assist major surgery carried out by a fully qualified surgeon. In the summer of 1885, when he was 19, Severin left Zwolen and, armed with a good reference from both his employer and a local doctor, he set off for Warsaw with the idea of becoming a fully qualified surgeon. To finance himself through his studies he took a job as an assistant to a barber-surgeon in the suburb of Praga, and that October he enrolled for a three-month course in practical surgery at the Hospital of Infant Jesus nearby. In January 1886 Severin took a job as an assistant surgeon to a D. Moshkovski and continued working thus until 15 November that year. The following month he came of age: that allowed him to apply for a passport and he was also allowed to sit the entrance examination for the degree of Junior Surgeon at the Imperial University.

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Conference papers on the topic "London Hospital. Dental School"

1

Rajasingam, Daghni, Anna Cheshire, and David Peters. "68 This programe was delivered through the GSTT school of improvement (postgraduate medical education) in a london teaching hospital with a large cohort of foundation and specialist trainee doctors. The most recent national trainee survey 2018 has documented." In Leadership in Healthcare conference, 14th to 16th November 2018, Birmingham, UK. BMJ Publishing Group Ltd, 2018. http://dx.doi.org/10.1136/leader-2018-fmlm.66.

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