Literatura académica sobre el tema "Dentistry Practice"
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Artículos de revistas sobre el tema "Dentistry Practice"
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Watson, Michael. "Corporate Dentistry in 2032?" Primary Dental Care os19, n.º 3 (julio de 2012): 117–22. http://dx.doi.org/10.1308/135576112802092242.
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During the last 20 years, there has been considerable growth in the number of dental practices owned by corporate bodies. At present, well over 800 practices are owned by such bodies and they employ over 3000 dentists. This paper describes the factors that have led to this growth and explores the advantages and disadvantages of ‘corporate’ dentistry for patients, dentists, and the dental team. It then considers how and why dental practice may change over the next 20 years and concludes that by 2032 the small one-dentist practice may well be in the past. It is likely that smaller practices will have to work in some form of association if they are to survive. Although their current model is unstable, corporates are likely to adapt to a changing environment. By 2032, in some cases, dentistry may well be taken out of its conventional setting, into supermarkets or a school environment.
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Patil, Rucha Bhise, Sanjana Kodical, Amil Joshi, Apurva Nampalle y Miloni Sanghavi. "Children’s Attitude and Preferences of Paediatric Dentist’s Attire and Dental Clinic Set up in Paediatric Dental Practice". Journal of Pharmaceutical Research International 35, n.º 26 (28 de septiembre de 2023): 1–6. http://dx.doi.org/10.9734/jpri/2023/v35i267433.
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Background: The biggest issue for any paediatric dentist, despite the many advancements in the field of paediatric dentistry, is to reduce patient anxiety associated with dental visits and encourage them to accept the necessary care. In order to establish a good relationship with the child, the dentist's presentation is crucial.
Aim: To assess the children’s perception and preference towards the dentist’s appearance, dental clinic set-up.
Materials and Methods: A questionnaire designed to evaluate children’s attitudes and preferences towards dentists was distributed in public schools and was completed by 1012 children (459 males, 553 females) aged between 7–13 years. Data collected was entered into a computer and analyzed using SPSS software. Descriptive and inferential analysis was carried out.
Results: For about 526 children (52%) it was their first visit while 486 children (48%) had been to the dentist before. Children’s preferred attire for receptionists was casual clothes (50.2%) while for the dentist, most of them (42.7%) preferred scrubs. Most (69.1%) of the children were not scared with the use of PPE kit.
Conclusion: The findings of this study can assist dentists in determining what to wear when working with kids to lessen their anxiety and enhance healthcare delivery.
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Randall, Ros C., Matthijs MA Vrijhoef y Nairn HF Wilson. "Dentists’ Perceptions of Trends in Restorative Dentistry in the UK". Primary Dental Care os10, n.º 2 (abril de 2003): 49–52. http://dx.doi.org/10.1308/135576103322500737.
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Purpose of study To obtain responses to a questionnaire on likely trends in the clinical practice of restorative dentistry from a national sample of general dental practitioners (GDPs) who were principals of group practices in the UK. Basic procedures A panel of nine experts had been convened previously to define areas of trends in restorative dentistry in the UK and to formulate these into statements. Twenty trends were identified and framed into a 22-item questionnaire based on the trend statements. The questionnaire was sent to a national sample of 2800 principal dentists in group practices. Names of principal dentists were taken from the Yellow Pages directories, a group practice being defined as at least one principal dentist and one other practitioner. Levels of agreement for questionnaire scores of ≥70% for all segments of a statement were taken as indicating a possible trend. Main findings Of the 2800 questionnaires sent out, 1448 were returned, a return rate of 52%. Of these, 1217 questionnaires were usable, an overall response rate of 44%. Good agreement was obtained for 14 statements (64%). Principal conclusion: The 14 trend statements that scored a level of good agreement were taken as indicating possible trends in dentistry in the UK as perceived by those GDPs who responded to the questionnaire. However, in view of the fact that the 1217 usable questionnaires received reflected the opinions of 10% of the principal dentists in group practice in the UK, this will not be representative of all principal dentists in practice. Nevertheless for the purposes of gaining some insight into trends in restorative dentistry, it could be considered to be of value.
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Maryniuk, G. A. "Practice Variation: Learned and Socio-Economic Factors". Advances in Dental Research 4, n.º 1 (junio de 1990): 19–24. http://dx.doi.org/10.1177/08959374900040010301.
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Much variation exists in the practice of dentistry with regard to diagnosis of caries and recommendations for treatment. This is a particular problem with respect to the replacement of restorations, with responsible factors related to both the patient and the dentist. The aim of this paper is to look at factors, exclusive of clinical data, that may explain why there is so much variation in the practice of dentistry, and specifically pertaining to replacement of restorations. Due to the paucity of studies related specifically to dentists, findings from physician studies will be presented. No studies are available that compare variation in medical and dental practices, but since both professions deal with the provision of health care and function in similar circumstances, comparisons are arguably generalizable between the two groups. Development of clinical judgment will be explored based on dental training experiences, and two explanatory models of practice pattern variation will be discussed—the dentist as a self-fulfilling practitioner and the dentist as the patient's agent. Along with these models, the matter of uncertainty in clinical practice and the development of routines will also be discussed in light of explaining variations.
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Ikusika OF, Idon PI, Alalade O, Sotunde AO, Akinpelu MA y Igweagu CE. "Fixed-prosthodontics in Nigerian private practice settings". Ibom Medical Journal 15, n.º 2 (1 de mayo de 2022): 116–25. http://dx.doi.org/10.61386/imj.v15i2.249.
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Context: Private practice dentistry is predominant in Nigeria. Audits of fixed-prosthodontic practice in these settings are rare and will highlight capacity and guide training. This study aimed to assess the scope and quality of fixed-prosthodontic practice in such settings in Nigeria.
Objectives: The study sought to assess:
Participants’ sociodemographic and their diagnostic and preoperative practices.
The quality of impression making and operative technique, reviews and maintenance, temporization practices and communication with the laboratory.
The range of treatments given and provision of advanced treatments.
Materials and Methods: An adapted questionnaire was administered electronically on Nigerian dentists practicing fixed-prosthodontics in private practice settings. Retrieved data underwent descriptive statistics and associations were tested with the Fischer’s Exact and Chi-Square tests using IBM SPSS Statistics version 21. Statistical significance was set at p≤0.05.Results: A total of 100 valid responses with a male:female ratio of 2.1:1 from 16 states were retrieved. Fifty-nine participants had only first degrees and mean experience was 14.3±9.5 years. There were 27 adequate responses with regards to range of treatments offered. Sixty-three participants practiced direct temporization. Twenty-one and 14 participants regularly practiced implantology and CAD/CAM dentistry respectively. Direct temporization was significantly associated with increasing education (X2=6.03, p=0,05) and experience (X2=13.2, p=0.03).Conclusion: Only a few Nigerian dentists in private practice gave an adequate range of treatment. Most of them prefer direct temporization. Implantology and CAD/CAM dentistry practice are improving, but are still not very common.
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Al-Asmar, Ayah A., Ahmad S. Al-Hiyasat, Motasum Abu-Awwad, Hakam N. Mousa, Nesreen A. Salim, Waed Almadani, Furat Rihan, Faleh A. Sawair y Nigel B. Pitts. "Reframing Perceptions in Restorative Dentistry: Evidence-Based Dentistry and Clinical Decision-Making". International Journal of Dentistry 2021 (31 de diciembre de 2021): 1–10. http://dx.doi.org/10.1155/2021/4871385.
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Objectives. The worldwide interest of both dentists and patients in esthetic dentistry has affected decision-making in dental practice. The aim of this study was to investigate contemporary dental practice in restorative dentistry and the relationship between evidence-based dentistry in caries research and decision-making in clinical practice in restorative dentistry. Methods. The study was conducted through a structured questionnaire distributed randomly at the Jordanian Dental Association registered dentists in Jordan. The questionnaire aimed to clarify the degree of knowledge and practice of evidence-based dentistry in caries research the dentists hold regarding clinical decision-making in restorative dentistry. Results. The majority of the surveyed dentists (77%) treat teeth with irreversible pulpitis with root canal treatment rather than vital pulp therapy. 13.8% routinely insert a post and 23% routinely crown the tooth after root canal treatment regardless of the remaining tooth structure. Badly damaged teeth are treated with full crowns in 72% of the cases. Regarding Hollywood smile or smile makeover, the majority of dentists choose conservative approaches, and implants were the first choice to replace missing teeth for 93.8% of the surveyed dentists. Conclusion. A higher degree of implementation of evidence-based dentistry in clinical decision-making was found in Prosthetic Dentistry than in Endodontics. Yet, the gap between evidence-based data and clinical practice needs bridging. More emphasis on communicating these data to educators to integrate them into the dental curriculum is a must.
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H, Renuka y Rahul Raj. "Assessment of Dental Professional’s Knowledge and Attitude Towards Green Dentistry in Kottayam Kerala: A Cross-Sectional Investigation". International Journal of Contemporary Dental Research 1, n.º 2 (27 de abril de 2023): 15–18. http://dx.doi.org/10.62175/apdch2309.
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Green dentistry is a cutting-edge approach to dental care that uses the most recent methods and treatments to reduce waste, save energy, and lessen pollution while also being environmentally friendly and saving money and time.In, this study the objective was to assess dental professionals’ knowledge and attitudes toward green dentistry in Kottayam. Materials and Methods: The study was designed in a questionnaire format in online mode which was sent among practicing dentist in Kottayam district Kerala in which 250 dentists participated. The Questionnaire consists of questions based on Knowledge attitude and practice of green dentistry and a period of one week time was given to complete the survey. Results:While the majority of dentists understand the urgent need for environmentally friendly methods even in dental care, the state of current dentistry practices presents a slightly different picture. In their clinic, 65.6% and 68.4% of respondents utilize throwaway cups and drapes. On the other hand, 83.4% of dentists prefer digital radiographs to traditional ones. To reduce trash, 72.7% of people are also willing to utilize towel drapes and steel cups. In addition to being more cost-effective, green dentistry will save 63.5% of costs.Therefore, 92.5% would like to try out implementing these eco-friendly practices in their daily routine. Conclusion:Thus, the study concludes that green dentistry is a relatively new idea, dentists are aware of it, open to implementing it, and eager to do so in their daily work.
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Eliyas, Shiyana, Pavneet Chana y Peter Briggs. "Complex Dentistry in General Practice – What would you Do?" Primary Dental Journal 8, n.º 3 (septiembre de 2019): 64–74. http://dx.doi.org/10.1308/205016819827601518.
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In 2019, in a world of instant gratification, what are the expectations of patients and dentists? Is training sufficient to meet these expectations? Decisionmaking in dentistry impacts the treatment choices patients are given, and may influence the outcomes of such treatment. It is therefore important to ensure as much standardisation as possible. In order to achieve this, it is important to know the current standard and the views of dentist as this will influence dental treatment planning. Clinical Relevance This paper captures the treatment planning dilemmas of dentists, specifically of those in their Foundation Training year, in order to aid targeting of training and development. Objective Statement To understand treatment decisions of general dental practitioners and specialists.
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Dikshit, Parajeeta. "Post Pandemic Era – Adopting Tele-dentistry". Journal of Nepalese Association of Pediatric Dentistry 2, n.º 1 (31 de diciembre de 2021): 1–2. http://dx.doi.org/10.3126/jnapd.v2i1.41507.
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Dentistry, the field of medicine where the communication sets standards for success. A continuous patient and dentist as well multidisciplinary dental communication leads to accuracy in diagnosis, increased efficiency as well as better patient satisfaction and long term positive outcomes. However the COVID-19 has brought a hindrance in the regular dental practice. The dental work demands a close proximity between the dentists with the patient which pitches them at a higher risk of being affected by the virus. Hence, international as well as national policy making associations and organizations have suggested only emergency and minimal aerosols generating treatment procedures. The dentists have almost been in hibernation, along with the waves of the pandemic and the constant lockdowns, carrying out free consultations for regular patients of their practices, through the phone and even chats. Can this be an opportunity to include tele-communication tools in routine dental practice?
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Al-Dulaimy, Roweda, Harth Rashidi, Rania Alghurary, Rukaya Alsaraf, Ban Alfarag y Muhanad L. Alshami. "Knowledge, practice, and attitude evaluation of forensic dentistry among Iraqi dentists: Questionnaire-based study". Medical Journal of Babylon 20, n.º 4 (2023): 709–14. http://dx.doi.org/10.4103/mjbl.mjbl_162_23.
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Abstract Background: Forensic dentistry is a branch of forensic science that deals with the examination, analysis, and interpretation of dental evidence in legal investigations. Objective: The aim of this study was to evaluate the knowledge, practice, and attitudes of Iraqi dentists toward forensic dentistry. Materials and Methods: A questionnaire was designed with four sections and distributed to dentists. The four sections were demographic, knowledge (assessed the dentists’ knowledge and consisted of 14 questions), practice (evaluated the dentists’ practices and consisted of six questions), and attitude (consisted of two questions to assess the dentists’ attitudes). For the knowledge, practice, and attitude sections, the answers were either “yes” (correct), “no,” or “I don’t know” (incorrect). The correct answer frequencies were calculated, and the mean scores of responses were compared among the different variables. Results: A total of 414 dentists responded, including 196 male dentists and 218 female dentists. The mean age of the responders was 32.57 years, and the responders were divided according to age into: 304 (≤40 years), and 110 dentists (˃40 years), according to qualifications into: 168 (postgraduate) and 246 (graduate), and according to experience years: 228 (≤10 years) and 186 (˃10 years). The questions related to using teeth as indicators of age received the highest number of correct answers, whereas the use of palatal rugae and lips in forensic dentistry received the lowest scores. Conclusion: Iraq dentists had limited knowledge, practice, and attitude about forensic dentistry. Therefore, it is important for undergraduate and postgraduate programs, as well as official training courses, to focus more attention on forensic dentistry.
Tesis sobre el tema "Dentistry Practice"
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Kent, Danae Leda. "Dentist gender and the practice of dentistry /". Title page, contents and abstract only, 1997. http://web4.library.adelaide.edu.au/theses/09SDN/09sdnk371.pdf.
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Abuhammoud, Salahaldeen Mohammad. "Knowledge and practice of implant dentistry among University of Iowa College of Dentistry alumni". Thesis, University of Iowa, 2018. https://ir.uiowa.edu/etd/3235.
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Objective: The objective of this study was to measure and assess the implant education received by graduates from the University of Iowa College of Dentistry and Dental Clinics. This study measured the self-reported competency levels of dental practitioners with regards to providing and maintaining dental implants as treatment modalities to their patients. The study assessed dental graduates’ willingness to practice and perform dental implant procedures, including both surgical and prosthetic treatments. Additionally, the study identifies challenges that face practicing dentists treating patients with dental implants and identifies the preferred way practitioners seek future training after completing dental school.
Methods: A 36-item electronic survey was created and distributed to 737 dentists who graduated from the University of Iowa College of Dentistry and Dental Clinics. Dentists’ demographics, practice characteristics, and detailed self-reported competency in implant dentistry were collected. Statistical analysis of the responses consisted of descriptive statistics and bivariate analysis, and nonparametric Wilcoxon rank-sum test and Spearman’s rank correlation test along with a chi-square test were used for detecting the differences, correlations and associations under different conditions.
Results: 154 dentists completed the survey (21% response rate), while only 143 subjects who fulfilled the inclusion criteria were included for the statistical analysis. The survey consisted mostly of males (56.6%). The mean age of respondents was 34.2 years old with a mean practice time of 6.2 years. Of the responding dentists, 21.7% completed a postgraduate training program and 51% of the respondents were in group practice. 66% of the respondents practice in the Midwest region of the US and 71.3% of the respondents took continuing educational courses in implant dentistry and the mean cumulative hours of CE courses in implant dentistry was 33.8 hours. The mean average of implant restorations provided per year was 11.7 and the mean average of implant placements per year was 19.6. There was a significant correlation between cumulative hours of Continuing Education courses and number of implant units on average placed or restored. 64.3% of the dentists are not satisfied with the implant education given at the dental student level. 95.8% of the dentists reported that dental school training is not adequate to surgically place dental implants in their practice. Only 32.4% reported that dental school training was not adequate to restore dental implants in their practice. The preferred way to receive additional training about dental implants is short-term CE courses and workshop courses conducted by implant companies. 23.6% of the dentists reported they are competent at surgically placing dental implants in their practice. 79.1% reported they are competent at restoring dental implants in the dental office. Only 28.4% reported that they feel dental implants are more difficult than other dental treatments.
Conclusions: Graduate dentists from the University of Iowa are not expected to be competent in all components of implant dentistry without further postgraduate training. Respondents stated that their dental school training in surgical placement of implants was inadequate. To build upon their dental school training, the two main preferred education pathways as reported by respondents were short-term continuing education courses and workshops courses conducted by implant companies.
Within the parameters of this study, we can conclude the following:
1.Age, GPA, number of CE hours in dental implant therapy, specialty status, and time since graduation did not influence undergraduate education satisfaction in dental implant therapy.
2.There is a positive correlation between the number of CE course hours and the number of implant units restored or placed by general dentists.
3.Male dentists, those who practice in group practice settings, and those who have graduated six or more years ago reported a greater number of CE course hours in dental implant therapy.
4.Those who graduated with GPAs less than or equal to 3.4, general dentists, and those who enrolled in a high number of CE courses were more confident in restoring dental implants.
5.Those who graduated with a GPA greater than or equal to 3.5, specialist dentists, and those who enrolled in a high number of CE courses were more confident in surgically placing dental implants.
6.Males, general dentists, those who practice in a group practice setting, and those who graduated six years or more ago restored more implants on average per year.
7.Males, specialist dentists, those who practice outside the Midwest US, and those who graduated six years or more ago surgically place more implants on average per year.
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Eyster, William. "Successful Strategies for Increased Dental Practice Competitiveness". ScholarWorks, 2019. https://scholarworks.waldenu.edu/dissertations/7925.
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The rapid expansion of dental service organizations (DSOs) continues to disrupt the traditional dental practice model and there was a 12.2% increase in DSOs between 2015 and 2016. Some solo and small group dental practice owners lack strategies to adapt their businesses to be successful in newly competitive markets including DSOs. Grounded in systems theory, the purpose of this qualitative multicase study was to explore strategies dental practice owners use to adapt their businesses to be successful in newly competitive markets. The participants included 3 solo and 2 small group dental practice owners in central Kentucky who demonstrated success in developing and leveraging strategies to be successful in newly competitive markets. Data were collected through semistructured interviews and company documents. A thematic analysis was used to analyze the data. The 3 major themes identified were patient care and experience, patient and community relationships, and adaptation and innovation. The application of effective strategies identified in this study may have implications for positive social change by enabling dental practitioners to continue to provide access to outstanding dental care in the communities they serve. A second implication for positive social change is the potential economic benefits to the community through employing dentists and clinical staff, providing commerce to suppliers and business service providers, and tax contributions to the city, state, and U.S. federal government.
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Sheets, Alicia Joy. "Characteristics of Dental Hygiene Practice Owners: A Qualitative Inquiry". The Ohio State University, 2020. http://rave.ohiolink.edu/etdc/view?acc_num=osu158586922316276.
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Fugill, Martin. "Simulation and student transition in restorative dentistry". Thesis, University of Birmingham, 2015. http://etheses.bham.ac.uk//id/eprint/5724/.
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Simulation in the shape of the “phantom head” is an essential part of every dental training programme. It is used to provide the student with practice before he/she is allowed to carry out restorative dental procedures on patients. In theory, this practice promotes patient safety. However, the learning process lacks clarity, and we do not understand fully how well learned skills transfer to clinical activity. This study asks whether in fact the pre-clinical course is a reliable guarantor of patient safety. It does so by examining four facets of the simulation process: purpose, learning, fidelity and transition, using a mixture of research methods, including comparison of pre-clinical and clinical assessment grades, focus groups with students, one-to-one interviews with their teachers and a questionnaire. The results of these investigations indicate a complex inter-relationship between purpose, learning, fidelity and transition. They also suggest that success in simulated restorative dentistry is a poor predictor of clinical ability, a limitation that needs careful consideration in the light of patient safety. The study recommends changes to increase the complexity and authenticity of the pre-clinical course, and suggests that the student transition needs detailed management, perhaps through a blend of pre-clinical and clinical activity.
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Peters, Barrett W. R. "The Impact of Medicaid Reform on Dental Practice Setting". VCU Scholars Compass, 2013. http://scholarscompass.vcu.edu/etd/3099.
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Purpose: To assess the impact of dental Medicaid reform in Virginia on dental practice settings (private practice, corporate practice and safety net clinics). Methods: This retrospective cohort study of 16.2 million dental claims is from the Virginia Department of Medical Assistance Services, which included claims for providers participating in Virginia’s Medicaid program during a 10-year period (2002-2012). The dividing date for the reform was July 1, 2005. The outcome measure was mean claims per participating provider. A Poisson regression model was used to predict the mean number of claims per provider with the following predictors: reform period, practice setting, provider specialty, practice location. Results: The mean number of claims after program reform was significantly higher depending on practice setting and provider specialty, but not practice location. Conclusion: Medicaid reform has resulted in a significant increase in the number of dental claims, providers, and practice settings in Virginia.
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Hegde, Rachana Ashok. "Variation in Treatment Decisions Among AAP-Certified Specialists in Periodontology". The Ohio State University, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=osu1403890550.
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Elgin, Craig Ross. "Factors Affecting Patient Selection of an Orthodontic Practice". The Ohio State University, 2012. http://rave.ohiolink.edu/etdc/view?acc_num=osu1330704747.
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Zemanovich, Mark Roy. "Demographic Variables Affecting Patient Referrals from General Practice Dentists to Periodontists". VCU Scholars Compass, 2005. http://scholarscompass.vcu.edu/etd/1382.
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BackgroundWithin dentistry, a limited body of literature exists regarding the referral relationships between general practitioners (GPs) and specialists. The purpose of this study was to investigate the referral relationship between GPs and periodontists within the state of Virginia. MethodsA survey focused on the demographic variables in the referral relationship between GPs and periodontists was developed. The survey was mailed to 800 dentists throughout the state of Virginia. Descriptive statistics was completed along with multivariate logistic regression analysis comparing the responses with the number of patients referred per month to a periodontist. ResultsFemale respondents were more likely to refer three or more patients per month to a periodontist than a male respondent (pConclusion This study indicates that four demographic variables have a statistical influence on the number of referrals per month from a GP to a periodontist. These variables are: female gender, practicing with one other dentist, employing two or more hygienists, and being greater than five miles away from the nearest periodontist.
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Hillam, F. C. "The development of dental practice in the provinces from the late 18th century to 1855". Thesis, University of Liverpool, 1986. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.378033.
Texto completoLibros sobre el tema "Dentistry Practice"
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Farran, Howard. The business of dentistry. Phoenix, Ariz: Dental Mania, 1997.
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Association, British Dental. Marketing in dentistry. London: British Dental Association, 2000.
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Association, British Dental. Ethics in dentistry. London: British Dental Association, 2000.
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Kimmel, Saul S. Standards of care in dental practice. Norcross, GA (3110 Crossing Park, Norcross 30071-1367): Harrison Co., 1999.
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Association, British Dental. Radiation in dentistry. London: British Dental Association, 1997.
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J, Crispin Bruce, ed. Contemporary esthetic dentistry: Practice fundamentals. Tokyo: Quintessence Pub. Co., 1994.
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B, Wiggs Robert y Lobprise Heidi B, eds. Veterinary dentistry: Principles and practice. Philadelphia: Lippincott-Raven Publishers, 1997.
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Roth, Sandra R. Reclaiming the passion of dentistry. Seattle, Wash: ProSynergy Press, 1993.
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Association, British Dental. Practice inspections. London: British Dental Association, 1996.
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Roth, Sandra R. Defining the mission of dentistry. Seattle, Wash: ProSynergy Pr., 1995.
Buscar texto completoCapítulos de libros sobre el tema "Dentistry Practice"
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Graskemper, Joseph P. "The Practice of Dentistry". En Professional Responsibility in Dentistry, 33. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785584.part2.
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Graskemper, Joseph P. "Multispecialty Practice". En Professional Responsibility in Dentistry, 179–83. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785584.ch24.
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Park, Kitae, Anastasios A. Zafeiriadis y Nikolaos Kotsanos. "Orthodontic Knowledge and Practice for the Pediatric Dentist". En Pediatric Dentistry, 207–46. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-030-78003-6_11.
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Aps, Johan. "Radiation Protection in Dentistry". En Imaging in Pediatric Dental Practice, 13–19. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-12354-3_2.
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Graskemper, Joseph P. "Starting or Buying a Practice". En Professional Responsibility in Dentistry, 141–49. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785584.ch20.
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Graskemper, Joseph P. "Marketing for a Successful Practice". En Professional Responsibility in Dentistry, 151–64. West Sussex, UK: John Wiley & Sons, Ltd., 2013. http://dx.doi.org/10.1002/9781118785584.ch21.
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Bezinelli, Leticia Mello y Luciana Corrêa. "Cost-effectiveness of laser therapy in hospital practice". En Lasers in Dentistry, 331–34. Hoboken, NJ: John Wiley & Sons, Inc, 2015. http://dx.doi.org/10.1002/9781118987742.ch41.
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Fisch, M. "Psychological and Psychosomatic Aspects of Dentistry". En Psychosomatic Disorders in General Practice, 123–36. Berlin, Heidelberg: Springer Berlin Heidelberg, 1992. http://dx.doi.org/10.1007/978-3-642-76940-5_5.
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Asgary, Saeed. "Mineral Trioxide Aggregate and Evidence-Based Practice". En Mineral Trioxide Aggregate in Dentistry, 173–99. Berlin, Heidelberg: Springer Berlin Heidelberg, 2014. http://dx.doi.org/10.1007/978-3-642-55157-4_9.
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Al-Worafi, Yaser Mohammed. "Dentistry Education, Practice, and Research in Argentina". En Handbook of Medical and Health Sciences in Developing Countries, 1–23. Cham: Springer International Publishing, 2024. http://dx.doi.org/10.1007/978-3-030-74786-2_459-1.
Texto completoActas de conferencias sobre el tema "Dentistry Practice"
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McCauley, Mark C. "Laser-assisted oral surgery in general practice". En Advanced Laser Dentistry, editado por Gregory B. Altshuler, Richard J. Blankenau y Harvey A. Wigdor. SPIE, 1995. http://dx.doi.org/10.1117/12.207015.
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Gorb-Gavrylchenko, I. "WORK IN SMALL GROUPS AS AN INNOVATIVE METHOD IN THE STUDY OF THERAPEUTIC DENTISTRY". En SCIENTIFIC PRACTICE: MODERN AND CLASSICAL RESEARCH METHODS. European Scientific Platform, 2023. http://dx.doi.org/10.36074/logos-22.12.2023.082.
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Lucey, Siobhán, Frank Burke, Briony Supple y Jennie Foley. "Learning spaces in community-based dental education". En Learning Connections 2019: Spaces, People, Practice. University College Cork||National Forum for the Enhancement of Teaching and Learning in Higher Education, 2019. http://dx.doi.org/10.33178/lc.2019.17.
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In response to various institutional and national policy drivers (University College Cork, 2018; Department of Health, 2019), a community-based dental education (CBDE) initiative in a non-dental setting has been proposed as a new curriculum offering in Paediatric Dentistry in University College Cork. The student-led clinic for children aged 0-5 years will be located in a new primary healthcare centre, which serves as a community hub for health and wellbeing services. The innovative use of learning spaces to imbue a culture of community-engaged scholarship in higher education is widely encouraged (Campus Engage, 2014; Galvin, O’Mahony, Powell & Neville, 2017). This work seeks to explore the features of the proposed learning environment, which may impact upon teaching and learning practice.
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R, Sundar y Hima Sandeep. "Knowledge, Atitude And Practice Of Postgraduates Towards Use Of Bonded Amalgam In Dentistry". En 2023 International Conference on Business Analytics for Technology and Security (ICBATS). IEEE, 2023. http://dx.doi.org/10.1109/icbats57792.2023.10111264.
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Kiselnikova, Larisa Petrovna y Maria Petrovna Lyamtseva. "Modern Digital Technologies: Their Role in Teaching Oral Hygiene Skills in Children with Autism Spectrum Disorders". En Proceedings of III Research-to-Practice Conference with International Participation “The Value of Everyone. The Life of a Person with Mental Disorder: Support, Life Arrangements, Social Integration”. Terevinf, 2023. http://dx.doi.org/10.61157/978-5-4212-0676-7-2023-87-93.
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Against the backdrop of an increase in the number of children with autism spectrum disorders (ASD) and the difficulties of teaching these children hygiene skills, modern digital technologies provide new interactive opportunities for teaching them oral hygiene, which are successfully used by pediatric dentists of the Moscow State University of Medicine and Dentistry n.a. A.I. Evdokimova. University specialists studied the impact of using electric toothbrushes with a mobile application on teaching oral hygiene skills in children with ASD. The study showed a significant improvement in oral hygiene and a pronounced decrease in signs of gum inflammation in the absence of hypersensitivity and traumatic effects of an electric toothbrush, and an increase in motivation for brushing teeth
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Pavaloiu, Ionel bujorel, Simona andreea Sandu, Sorindan Grigorescu, Radu Ioanitescu y George Dragoi. "VIRTUAL REALITY FOR EDUCATION AND TRAINING IN DENTISTRY". En eLSE 2016. Carol I National Defence University Publishing House, 2016. http://dx.doi.org/10.12753/2066-026x-16-052.
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Dental students have to master, along with the theoretical knowledge, a lot of visual, practical and technical skills, essential to the dentistry profession. They include visual assessment of the medical condition, where the three-dimensional (3D) view differs from the images from manuals, first-rate psychomotor skills and understanding of the technical issues arisen in dental practice (restorations, implants, etc...). In recent years, both internationally and nationally, the invasive treatments made by students on patients were limited and are increasingly replaced by various alternative training solutions. Simulator laboratories with teeth replicas, typodonts (models of the oral cavity) and phantom heads are used for preclinical skills development. The paper presents the introduction of virtual reality as an e-learning tool for the dentistry education and training in Romania. It will precede and attend the current methods, accelerating the learning process before and during the training with artificial models and phantom heads, reducing the expenditure of artificial teeth, student time and instructor effort. Virtual reality for education and training in dentistry implies the usage of a human-computer interface dedicated to this task. The working environment is a 3D representation of the dental tools and of the oral cavity with teeth and gums, accessible through stereoscopic devices. The input is capturing the hand/hands posture and movements using haptic devices or other hardware sensor devices that detects hand and finger motions. The feedback includes visual modifications, tactile feedback and sound effects when different operations are performed in the oral cavity. The use of these technologies will decrease the costs of the educational process and will increase its quality through individual training and self-assessment of the results.
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Hernández, Wilder, Sandra Bibiana Avendaño Avendaño y Luis Gabriel Gutierrez. "Musculoskeletal Risk Level among Health Professionals of a Health Entity". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002618.
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The level of musculoskeletal risk in upper limbs was determined in five areas where health professionals of a health entity in Bogotá-Colombia practice. The essential duties in the Medicine, Bacteriology, Dentistry, Physiotherapy, and Nursing spaces were selected through interviews with employees; the RULA approach was then used to establish the most critical components and the final score. At the level of the neck, shoulders, and wrists, forced postures were the variable that increased the score in areas such as dentistry, Bacteriology, and Physiotherapy. In almost all areas, load handling and movements with high frequency were evidenced. The above findings guide the improvement actions, and the consideration of other factors to be reviewed is recommended.
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Torres, Vanessa y Filipa Carvalho. "Adverse Events in Dental Care: A Review Towards Notification". En 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1002624.
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The occurrence of adverse events (AE) in healthcare represents a severe problem for the quality of care, due to unsafe or poor quality of healthcare service. Similar to many other healthcare environments, Dentistry entails inherent patient safety risks. Research on patient safety has been developed over the last decades, however, it is important to consider AE to improve patient safety in this care environment, as adequate reporting systems for this area of intervention are not known. Thus, the main aim of this study was to carry out a literature review to investigate AE exclusively related to dental care, and associated with the types of procedures that dentists perform and the tools used. Results will guide future studies, particularly related to their notification, as a way of promoting patient safety. The PubMed, Scopus and SciELO databases were used and the following keywords searched: “patient safety”, “adverse events”, “dental care”, “dental services” and “dentistry”, in English, Spanish and Portuguese. Observational studies, published in the last 10 years, were considered. Review studies, case reports and clinical trials were excluded. 56 articles were identified. The most common AE in dental care settings were: infections, delayed or failed diagnosis, allergies, errors in diagnosis and examination, errors in treatment planning or procedure, and accidental ingestion or inhalation of foreign objects, among others. Improving the knowledge on AE is important to encourage reporting, control and seek for tools that help manage care, and to promote improvements in care and patient safety. To conclude, the identification and recognition of AE, specific to this field of medical practice, is only the first step towards improving patient safety in dental care, through the development of specific notification systems. In future works, we intend to develop and validate an AE notification system adapted to the specificities of the dental field, using the clinical school of Dentistry at the University of Rio Verde as a study site.
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Guimarães, Bruno Santos, Mário Lucio Neto, Silmara Nunes Andrade, Matheus Elias Fernandes Silva, Guilherme da Gama Ramos, Ana Cristina La Guardia Custódio Pereira y Flávia de Oliveira. "Activities carried out during the preceptorship in a family health unit". En IV Seven International Congress of Health. Seven Congress, 2024. http://dx.doi.org/10.56238/homeivsevenhealth-019.
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The interaction between the teaching-service-community of undergraduate dental students, made possible through preceptorship, can enable students to have contact with practice in the Unified Health System. The preceptor guides clinical care, and the activities carried out during professional practice with the preceptor range from simple to more complex procedures and have comprehensive patient care as their guiding principle. The aim of this study was to report on the activities carried out during the preceptorship of the dentistry course in a family health unit. This is a descriptive experience report, carried out in April 2024 by the dental surgeon preceptor and a dental student at a family health unit. There were 23 (19.8%) emergency appointments and 93 (80.2%) scheduled appointments, totaling 116 appointments in the month of practical activity. It can be seen that the majority of appointments were for scheduled demand, scheduled on an elective basis, but when necessary, emergency appointments were carried out, taking into account the resolution of the health need presented by the individual. 60 (51.7%) adult patients, 22 children (18.9%) and 11 elderly people (29.4%) were seen. Among the activities carried out were the treatment of alveolitis, pulpectomy, pulpotomy, abscesses, extraction of teeth, extraction of residual roots, access to the pulp chamber, removal of the nerve and referral to endodontics, making of veneers, prophylaxis, restorations, exodontia, cleaning of dental materials, participation in meetings and discussion of cases with the health team, health education activities in the waiting room. In this way, we believe that the practical activities carried out during the preceptorship of the dentistry course in a health unit were able to articulate theory-practice-living in service, as well as providing students with the opportunity to attend to various dental situations in all life cycles.
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V, Rieshy y Hima Sandeep. "Knowledge Awareness And Practice Survey Of Dental Students Towards The Use Of Bioactive Materials In Dentistry". En 2023 International Conference on Business Analytics for Technology and Security (ICBATS). IEEE, 2023. http://dx.doi.org/10.1109/icbats57792.2023.10111424.
Texto completoInformes sobre el tema "Dentistry Practice"
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Saini, Ravinder, Vishwanath Gurumurthy, Sunil kumar Vaddamanu y Hira Abbasi. Revolutionizing Dentistry: A Comprehensive Review of 3D Imaging and Digital Technologies in Dental Practice. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, junio de 2023. http://dx.doi.org/10.37766/inplasy2023.6.0009.
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Saavedra, Lissette M., Antonio A. Morgan-Lopez, Anna C. Yaros, Alex Buben y James V. Trudeau. Provider Resistance to Evidence-Based Practice in Schools: Why It Happens and How to Plan for It in Evaluations. RTI Press, mayo de 2019. http://dx.doi.org/10.3768/rtipress.2019.rb.0020.1905.
Texto completoResumen
Evidence-based practice is often encouraged in most service delivery settings, yet a substantial body of research indicates that service providers often show resistance or limited adherence to such practices. Resistance to the uptake of evidence-based treatments and programs is well-documented in several fields, including nursing, dentistry, counseling, and other mental health services. This research brief discusses the reasons behind provider resistance, with a contextual focus on mental health service provision in school settings. Recommendations are to attend to resistance in the preplanning proposal stage, during early implementation training stages, and in cases in which insufficient adherence or low fidelity related to resistance leads to implementation failure. Directions for future research include not only attending to resistance but also moving toward client-centered approaches grounded in the evidence base.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 8: Dissemination. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001255.
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In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 8: Dissemination.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 1: Partnership Building. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001248.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 1: Partnership Building.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 3: Proposal Development. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001250.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 3: Proposal Development.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 5: Data Collection. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001252.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 5: Data Collection.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 2: Generating Priorities and Ideas. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001249.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s Open Research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decisionmakers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of eight knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 2: Generating Priorities and Ideas.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 6: Data Analysis. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001253.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 6: Data Analysis.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 7: Reporting. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001254.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peer-reviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 7: Reporting.
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Fang, Mei Lan, Lupin Battersby, Marianne Cranwell, Heather Cassie, Moya Fox, Philippa Sterlini, Jenna Breckenridge, Alex Gardner y Thomas Curtin. IKT for Research Stage 4: Study Design. University of Dundee, diciembre de 2022. http://dx.doi.org/10.20933/100001251.
Texto completoResumen
In 2020, the University of Dundee initiated the development of an Open Research strategy. As part of this initiative, in February 2021 the University’s Library and Learning Centre together with Open Research Champions from the Schools of Health Sciences and Dentistry, formed an Open Research Working group. To build on the University’s open research policy and infrastructure, the purpose of the group was to facilitate ongoing research and development of best practice approaches for our interdisciplinary environment to make outputs, data and other products of our research publicly available, building on University of Dundee’s Open Research policy and infrastructure. Through informal consultations with academic staff and students, the Open Research Working Group found that: → access and reach of research findings can be amplified through effective knowledge mobilisation, and stakeholder and patient and public involvement; and → there was a need for guidance and resources on how-to implement knowledge mobilisation activities with and for stakeholders throughout the entire research process – from proposal development to project completion. In June 2021, the Open Research working group, in partnership with Simon Fraser University’s Knowledge Mobilization Hub began the development of an Integrated Knowledge Translation (IKT) Toolkit, with funding support from the University of Dundee’s Doctoral Academy and Organisational Professional Development. IKT is an approach to knowledge translation that emphasises working in an engaged and collaborative partnership with stakeholders throughout the research cycle in order to have positive impact. The aim was to co-produce evidence-informed, best practice learning materials on how-to: → maintain ongoing relationships between researchers, community stakeholders and decision-makers in research development and implementation; and → facilitate an integrated, participatory way of knowledge production whereby researchers, practitioners and other knowledge users can collaborate to co-generate new and accessible knowledge that can be utilised in contexts ranging from supporting community development to policy guidance for practice. The IKT Toolkit was informed by a focused evidence review and synthesis of published peerreviewed and grey literature and consists of 8 knowledge briefs and a slide deck co-produced for use in any discipline or sector. Each knowledge brief provides practical guidance and resources to support an IKT process in each of eight key research stages: (i) Partnership Building; (ii) Generating Priorities and Ideas; (iii) Proposal development; (iv) Study Design; (v) Data Collection; (vi) Data Analysis; (vii) Reporting and (viii) Dissemination. The current knowledge brief provides IKT guidance on Research Stage 4: Study Design.