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Literatura científica selecionada sobre o tema "Education|Dentistry|Higher education"

Autor: Grafiati

Publicado: 4 de junho de 2021

Última modificação: 10 de fevereiro de 2022

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Artigos de revistas sobre o assunto "Education|Dentistry|Higher education"

Mansoor, Jamshaid. "Changing Landscapes in Higher Dental Education". Journal of Education and Learning 9, n.º 4 (19 de junho de 2020): 38. http://dx.doi.org/10.5539/jel.v9n4p38.

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Skills and development: The way undergraduate dental students have been taught and their methods of learning have evolved over decades. Education methods and needs: Perhaps the most rapid and exponential changes have been in the last two decades with the introduction and utilisation of digital media platforms and social media capabilities. Academic and clinical aspects of dentistry are divided within the curriculum, but less consideration and logic are exercised when focusing on the methods of delivering education and the students’ own preferences, capabilities and adaptation towards learning. Technology and dental education and what we believe: In higher education, closed questionnaires were provided to both dental students (50) and teachers (10) relating to delivery methods and their beliefs regarding education techniques available. Opinions regarding these methods still differ amongst dental teachers and students, with an affinity from the dental students towards the use of emerging technology available in dentistry. However, the questionnaires revealed both groups preferred education via direct care on patients more than any other method of education. Conclusion: The literature would indicate some progress made within the dental profession relating to the use of digital media, advanced technology and improved dental software, however, this has not yet been transferred to dental higher education, despite an accessible and obvious availability of modern resources and techniques.

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Moimaz, Suzely Adas Saliba, Marcial António Simão Songa, Nemre Adas Saliba e Tânia Adas Saliba. "Dental education and proportion of inhabitants by Dentist in Angola". Research, Society and Development 10, n.º 4 (20 de abril de 2021): e51110414356. http://dx.doi.org/10.33448/rsd-v10i4.14356.

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The objective was to verify the proportion of dentists in relation to the Angolan population, to undergraduate and graduate courses in dentistry, and to analyze the pedagogical projects of the existing courses. This is a descriptive, exploratory and documentary study that analyzed data on the population and the number of dentists in Angola, obtained through information from the National Statistics Institute and the Order of Doctors of Angola. An application for cell phones called “Qualificar”, made available by the Angolan government, was used to collect information about the existing courses. The websites of the Ministry of Higher Education, Science, Technology and Innovation; National Institute for Evaluation, Accreditation and Recognition of Higher Education Studies in Angola; and the National Press were consulted to collect data related to higher education in Angola. Information on pedagogical projects was obtained directly from Higher Education Institutions (HEIs). Angola has 701 dentists registered for a population of 30,175,553 inhabitants, that is, a proportion of 1/43,460. Among the eighty existing HEIs, only ten were authorized by the government to offer undergraduate courses in dentistry: six were located in the country's capital and four were distributed in other provinces, with workload varying from 4,688 to 5,536 hours. It was concluded that of the seven academic regions in the country, 4 do not have courses in dentistry; the number of dentists is not compatible with the population of Angola; no HEI offered postgraduate courses in dentistry and there is no standardization of pedagogical projects among the existing undergraduate courses.

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Kulbashna, Ya A., V. O. Malanchuk, Ya P. Nahirnyj, I. L. Skrypnyk e V. O. Zakharova. "A MODERN MODEL OF MASTERS’ IN DENTISTRY PROFESSIONAL TRAINING". Медична освіта, n.º 1 (2 de abril de 2020): 45–49. http://dx.doi.org/10.11603/me.2414-5998.2020.1.10992.

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The article reveals that the system of masters’ in dentistry professional training in Ukraine does not sufficiently meet the international requirements and education levels regulated by the National Qualifications Framework. At the same time, the updated field standard of higher education in the specialty “Dentistry” (2019) contains a number of contradictory conditions, in particular: the availability of educational-professional training program and educational-scientific (optional for universities) one with different number of credits (300 and 360 correspondingly). The necessity to implement the levels of junior bachelor (dentist’s assistant) and bachelor (odontologist-hygienist) into the model of masters’ in dentistry professional training process was substantiated. This allows students of higher dental education institutions to start practical activity from the first year of studying, which can encourage them to increase the level of their professional competence and restore the preventive component of dental care to the population of Ukraine. It has been proved the expediency to prolong the period of masters’ in dentistry professional training to 6 years with the last year of practically oriented study to ensure compliance of dental education in Ukraine with the requirements of the World Federation for Medical Education in terms of the amount of academic load and the need to strengthen its practical component. A modern model of masters’ in dentisry professional training has been developed in accordance with the National Qualifications Framework and the requirements of the World Federation of Medical Education.

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Bimstein, E., A. Mayes e HC Mittal. "Pediatric Dentistry Clinical Education Venues Evaluation by Pre and Post-Doctoral Students". Journal of Clinical Pediatric Dentistry 39, n.º 1 (1 de setembro de 2014): 60–63. http://dx.doi.org/10.17796/jcpd.39.1.745tp12537622748.

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Objective: To evaluate dental students’ perspectives about pre- and post-doctoral pediatric dentistry education venues. Study design: Surveys with visual analog scales (from 0 to100) measuring the educational contribution of pediatric dentistry venues were conducted. The pre-doctoral venues included a 3rd year university twilight clinic (UTC), a 3rd year urban community based clinic (CBC) and 4th year mobile clinics (MCs). The post-doctoral venues included treatment of children under general anesthesia, oral sedations, a regular clinic (no sedations), seminars, journal club, case conferences and studding for the American Board of Pediatric Dentistry. Results: Analyses of variance between the scores indicated that the 3rd year CBC score (68.2 ± 4.5) was statistically significant higher (p= .007) than the one for the 3rd year UTC score (44.9±6.1). The 4th year students’ MCs score (61.4±4.0) was statistically significant higher than their retrospective scores for the 3rd year CBC (56.4±4.4) or UTC (42.2±4.9) scores (p= .03 and .004 respectively). Among the didactic or clinical post-doctoral venues, the regular clinic and the seminars received the highest scores (84.3±1.7 and 71.6±2.8 respectively). Conclusion: pre-doctoral community-based clinical education and post-doctoral regular university based clinic are considered by students to provide the main contribution to pediatric dental education.

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Burlibaşa, Mihai, Mădălina Violeta Perieanu, Claudia-Camelia Burcea, Radu Costea, Viorel Ștefan Perieanu, Camelia Ionescu, Iuliana Babiuc et al. "The Specialization Institute in Dentistry from Bucharest: 1928-1948". Acta Medica Transilvanica 25, n.º 4 (1 de dezembro de 2020): 73–76. http://dx.doi.org/10.2478/amtsb-2020-0079.

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Abstract The Specialization Institute in Dentistry (Dental Clinic), both the one that operated in Colțea Hospital and especially the one that operated in Colentina Hospital, both in Bucharest, the capital of Romania, were the first such higher education units in dentistry from Romania, they are in fact the vanguard of the future faculties of dentistry established in our country according to the Soviet model, in 1948. Thus, in this material we tried to highlight some of the most important moments in the existence of those reference units of dental education, period 1928-1948.

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Kaufman, David, Elliott Sutow e Ken Dunn. "Three Approaches to Cooperative Learning in Higher Education". Canadian Journal of Higher Education 27, n.º 2/3 (3 de maio de 2017): 37–66. http://dx.doi.org/10.47678/cjhe.v27i2/3.183303.

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This paper first discusses cooperative learning and provides a rationale for its use in higher education. From the literature, six elements are identified that are considered essential to the success of cooperative learning: positive interdependence, face-to-face verbal interaction, individual accountability, social skills, group processing, and appropriate grouping. Three distinct approaches at the postsecondary level are described in the fields of Medicine, Dentistry and Mathematics, and feedback from faculty and students is reported. The three approaches are presented within the context of the disciplines and are compared across the disciplines with respect to the essential six elements. Finally, the authors share some lessons learned from their research and experience in order to assist faculty who wish to incorporate cooperative learning into their teaching.

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Thilakumara, Indika Priyanthi, Rasika Manori Jayasinghe e Ruwan Duminda Jayasinghe. "Facing challenges of COVID-19 on dental education in Sri Lanka". JOURNAL OF MULTIDISCIPLINARY DENTAL RESEARCH 6, n.º 2 (20 de dezembro de 2020): 75–80. http://dx.doi.org/10.38138/jmdr/v6i2.13.

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Second wave of COVID 19 pandemic in Sri Lanka has given rise to multiple challenges in all the sectors and higher education is not spared. Even though there are multiple challenges in effective delivery of education, Faculty of Dental Sciences, University of Peradeniya being the only institute providing undergraduate dental education in Sri Lanka and operated totally free of charge for students has also taken important steps to face the emerging challenges and make timely modifications to teaching and learning methods to ensure the undergraduates achieve the required competency levels without unwarranted risk. As a major change, effectiveness of tele-dentistry has been recognized. COVID-19 pandemic has demonstrated that there is a severe underutilization of e-learning as an educational tool and the issues with technology and lack of facilities. It has created an environment for all of us to see the dental education in a different perspective and to identify the need for a transformation. It is obvious that the way we practice dentistry and deliver dental education has significantly changed as a result of the COVID-19 pandemic and became a major challenge for us as the dental education in the country is provided free of charge and with limited resources. This opportunity is to be used to review clinical practices including safety measures, dental curricula, teaching and assessment tools to serve the next generation of patients and dentists. Practicing dentistry in pandemics of this nature should undoubtedly be part of the dental education in the future. Keywords: Covid-19; dental education; pandemic; Sri Lanka

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Abrosimova, M. Y., A. Y. Ivanov, G. T. Saleeva e K. V. Kravchenko. "Development of prosthodontics in higher medical education of the Republic of Tatarstan". Kazan medical journal 98, n.º 1 (15 de fevereiro de 2017): 149–54. http://dx.doi.org/10.17750/kmj2017-149.

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The aim of this study was conducting historiographical analysis of organizational bases of formation and development of prosthodontics in the Republic of Tatarstan, as one of the core dental specialties, along with therapeutic and surgical dentistry. Historico-genetic and comparative research methods were used. The reflection of the history of the prosthodontics departments development in Kazan State Dental Institute, Kazan State Medical University, Kazan State Medical University in the literature and archival materials is presented. The main scientific achievements and contribution to the practical activities of the departments’ heads (I.M. Oksman, L.M. Demner, M.Z. Mirgazizov) and staff are demonstrated. The article proves that studying various issues of dental disciplines development is a very promising field of the modern history of science. This is due to the fact that in the modern world, dentistry is undergoing qualitative changes as a science and practice, which makes the study of the historical aspects of its development significantly more relevant. Analysis of the formation and development of prosthodontics in Kazan suggests that unlike some other centers of national dentistry development in Kazan it had a well-organized framework. Thus, organized in 1936 Kazan State Dental Institute and the Department of Prosthodontics have made a significant contribution to the development of higher medical education in Kazan, the development of dental science and practice.

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Waly AL-Bayati, Amira Shakoor, e Nada Ismaiel Jabwry AL-Qmaj. "The impact of the quality of higher education service on customer satisfaction". Journal of University of Human Development 3, n.º 2 (30 de junho de 2017): 652. http://dx.doi.org/10.21928/juhd.v3n2y2017.pp652-682.

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The purpose of this study is to study the impact of the quality of the higher education service on customer satisfaction through an exploratory study in the faculties of private dentistry in Baghdad. (50) students were asked to answer the questionnaires in the questionnaire. The objectives of the study were to determine students' satisfaction with the services provided to them and the factors affecting them. The five-dimensional Likert scale was used. In this research, the research community consists of Yarmouk University College, University Degla College, and Al-Rafidain University College in Baghdad. Based on a number of relevant measures, hypotheses were prepared. The study found that the results of the improvement of the level of performance of the educational service provided by the private universities affect the overall satisfaction of the students of the Faculty of Dentistry at the private universities (Al-Rafidain University, Yarmouk University), from the point of view of the students. The level of efficiency of the private universities within the College of Dentistry from the point of view of students 4.42 Compared to the Likert scale of 5 degrees, as well as several recommendations, most important of which is the need for the administration of the civil universities to provide educational service in all its aspects and to identify the strengths and weaknesses in the service performance The desired goal of other universities working with the same specialization.

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Souza, Cássia de Jesus, Marcelle Alvarez Rossi e Danilo Barral de Araújo. "The Contribution of Monitoring for Academic Education". Journal of Educational Research and Reviews 8, n.º 8 (13 de outubro de 2020): 138`—143. http://dx.doi.org/10.33495/jerr_v8i8.20.185.

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Monitoring in universities and university centers aims to initiate students in teaching and contribute to the improvement of undergraduate education through the articulation of theoretical and practical content, thus favoring the production of knowledge under the guidance of the teacher responsible for a specific curricular component. Monitoring allows students to develop skills associated with teaching and deepening their knowledge; however, there are elements that can hinder this practice, such as the conciliation of monitoring activities with regular academic activities. The objective of this study is to analyze the contribution of monitoring to learning and academic training in the Dentistry Course at UFBA. The sample of this research was composed of 34 students of both sexes, all in the condition of student-monitors of the Faculty of Dentistry at the Federal University of Bahia (UFBA), city of Salvador, Bahia, Brazil. A quantitative questionnaire was applied to students in order to analyze various aspects on the monitoring practice. Students interviewed believed that monitoring is relevant for academic training and that this activity brings greater learning during its performance. Of all respondents, 94% believe that monitoring is relevant in initiating students in higher education teaching. Most interviewees reported that they have good relationship with the Advisor Teacher and with monitored students. Monitoring gives the student the opportunity to develop skills and competences associated with teaching, provides personal and professional growth and qualifies the curriculum of those who participate in this process.

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Teses / dissertações sobre o assunto "Education|Dentistry|Higher education"

Donovan, Kelly. "Preparation and Instructional Competency Needs of the New Dental Hygiene Educator| A Phenomenological Study". Thesis, Pepperdine University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10602228.

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This study focused on the instructional competency needs of new dental hygiene educators. The purpose of this qualitative and phenomenological study was twofold: (a) to explore the lived experiences and perceptions of 14 dental hygiene educators who have transitioned from clinical practice into the California Community College education system to further understand preparation experiences and instructional competence as related to knowledge, dispositions and skills and (b) to explore what recommendations dental hygiene educators might offer to better support new professors in developing instructional competence as related to knowledge, dispositions, and skills.

The researcher collected data by conducting semi-structured interviews. Several key themes emerged in the qualitative data including, a lack of supportive structures for new faculty, a lack of established pedagogical practices, a lack of staff development, the need for a formal orientation and mentorship programs, the need for pedagogical training for faculty, and standardization of best practices.

Findings from this research study supported several conclusions about the instructional competency needs for new dental hygiene educators in California, including: a formal program to support the transition of dental hygiene clinicians to become dental hygiene educators does not exist and has left educators under prepared to make a successful transition; developing instructional competency as a dental hygiene educator requires formal professional development and ongoing support that is currently lacking; new dental hygiene educators need supportive collaboration from fellow colleagues in order to increase consistency, communication, inclusion and calibration; and new dental hygiene educators would benefit from a formal orientation and mentorship program in teaching methodologies.

Study outcomes recommend the following for support for new dental hygiene educators: dental hygiene departments should expand ways to increase communication between adjunct and full-time faculty, technology training for new and existing faculty should be increased; the new dental hygiene educator should have additional education in teaching methodologies; new dental hygiene faculty should experience a formal orientation upon employment, and a formal mentorship programs should be implemented into dental hygiene programs. Broader recommendations include a three-part instructional competency model for new dental hygiene faculty to include a formal orientation prior to employment, teaching methodology training for faculty, and a formal mentorship program.

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Tucker, Claire. "The Impact of Transfer Shock in a Dental Hygiene Program at a Four-Year Health-Sciences University". Thesis, University of Arkansas, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10979111.

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In order for a student to be successful in dental hygiene education, the student must gain the required knowledge and skills necessary to perform as a hygienist and possess the ability to utilize critical thinking to apply these attributes while in the program and on the National Board of Dental Hygiene Examination (NBDHE) (Alzahrani, Thompson, & Bauman, 2007; Fried, Maxey, Battani, Gurenlian, Byrd, & Brunick, 2017). Dental hygiene students who attend a medical university have the option to take required pre-requisite courses at a community college or a four-year university. All dental hygiene students transfer from another institution and all have the potential to exhibit transfer shock, which may contribute to a drop in GPA following the transfer to another institution. Transfer shock typically occurs for students who transfer from a community college to a university (Hills 1965; Ivins, Copenhaver, & Koclanes, 2016). This study investigates the impact of transfer shock on students who transfer into a dental hygiene program from a two-year community college as opposed to a four-year university. This study examined whether the type of institution, two-year community college versus a four-year university, attended prior to dental hygiene school is a predictor of success in a dental hygiene program in terms of ending program GPA and NBDHE first-attempt pass rates. After data analysis, results suggested that transfer shock did occur with both community college and four-year university students,. However, the four-year university group experienced less transfer shock than those who attended a community college during the first semester. Neither group increased their GPAs from the first to second semesters in the program. When comparing the entering GPAs with the end of program GPAs, both groups showed a significant drop. However, the community college group’s decrease in GPA was greater. Only five students in the total population (two from the four-year university group and three from the community college group) failed the NBDHE on the first attempt. Students who were unsuccessful in passing the NBDHE had final program GPAs that ranged from 2.2 to 2.45.

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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria". ScholarWorks, 2011. http://scholarworks.waldenu.edu/dissertations/1177.

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Secondary school students in Nigeria face challenges regarding their oral health. Few researchers have investigated oral health knowledge, attitudes, and behaviors in Nigerian populations. The purpose of this study was to assess the level of oral health knowledge, behaviors, and practices among secondary school students in Enugu State, Nigeria, in relation to their oral health status. The theoretical framework of this study was based on the health belief model. A cross-sectional study was conducted to collect data from 12 secondary schools in Enugu State, using a close-ended questionnaire as well as oral examination (dental caries and periodontal diseases) of the students who attended junior secondary (JSS) I, II, and III classes. A total stratified sample of 671 students was included in the study. Bivariate nonparametric tests and logistic regression were used to analyze the data. According to the results of the study, the levels of dental caries and periodontal diseases were relatively low. However, only one fourth of the students had received professional fluoridation, and almost 50% of the participants had never visited a dentist. Students from a missionary school had lower levels of periodontal diseases than those from public schools, with an odds ratio of 0.612 (95% CI [0.402, 0.934]). Students from JSS III class tended to have a lower level of periodontal diseases than those of JSS I class (OR: 0.567, 95% CI [0.363, 0.886]). The social change implications of this study can be the development and incorporation of oral health promotion programs into the school curriculum. These programs may increase the adoption of preventive oral health strategies by students, such as regular dental attendance, to maintain their good oral health for a life time.

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Alenezi, Hanadi. "Evaluation of faculty perceptions of online dental education in the Kuwait University Faculty of Dentistry". Thesis, University of the Pacific, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1588024.

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In recent years, online learning has become a recognized method for delivering educational content in numerous institutions of higher education. Despite the prevalence of this new method of education and training, few studies have been performed regarding online learning in the field of dental education. This research describes and analyzes faculty perceptions in the Kuwait University-Faculty of Dentistry regarding online dental education. Out of sixty-six full-time faculty members thirty-three of them have responded to questionnaires regarding their perceptions. The data were analyzed for themes and patterns. There was a general positive perception toward online learning as a good tool to enhance dental education. When replying to questions about the challenges and obstructions of online learning, faculty members’ answers indicated that a lack of time and administrative support created barriers to teaching online learning courses.

Viewpoints of the faculty members were further analyzed by age, gender, education level, and teaching experiences. The results showed some variation in the levels of agreement toward online learning based on various components of identity. Females were slightly more positive about online teaching and learning. However, there were no noticeable differences between faculty members of different ages. The academic positions did correlate with perceptions: those who hold the highest academic position (professors) had the least favorable perceptions of online teaching. Further, participants who had 6 to 10 teaching experience years had a stronger positive attitude than those who had been teaching for fewer than 5 years or more than 16 years.

Keywords: online education, dental education, web-based learning, distance learning, e-learning, faculty perception.

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King, Patricia Ann. "Students' perceptions of the admissions process for a program for internationally -trained dentists". Scholarly Commons, 2009. https://scholarlycommons.pacific.edu/uop_etds/2490.

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This study is designed to analyze the students' perceptions of the application process for a foreign-trained dental program. The goal was to add to the knowledge base the views of students who have experienced the application process of this type of program. Using a quantitative approach, the method of data collection was through a link to an online Likert survey which was emailed to graduates, first-year and second-year current students of the International Dental Studies (IDS) program at the University of the Pacific Arthur A. Dugoni School of Dentistry. Respondents were students who had experienced the IDS application process and had been accepted into the program. The study identified three topics: background, motivation and perception of fairness. The background information identified whether the participant was male/female and whether they were a current first-/second-year student or a graduate of the program. Motivation for applying was identified through questions about knowing someone who was in or had completed the program, and/or applied because of the program's reputation. Perception of fairness was determined by asking how the student felt about each required element of the process. By using structure based upon construct, which provides the researcher with a methodical review and configuration of the information, the study found that students had some views about application elements that, at times, conflicted with school's requirements. However, in general, the students felt the school was requiring the right elements for their application and were, therefore, basing their acceptance decisions on the correct requisites.

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Alzoubi, Fawaz. "Pre-doctoral implant dentistry education: Trends, issues, and perspectives". Scholarly Commons, 2015. https://scholarlycommons.pacific.edu/uop_etds/46.

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Implant dentistry has emerged as a very reliable and predictable option for replacing missing teeth. Implant education at the pre-doctoral level has been implemented in most parts of the world and is currently perceived as a fundamental discipline in dental education. Dental graduates today are expected to have knowledge and possess skills at the competence level in order to provide care for the growing number of patients seeking this treatment option, which may be the optimal option for the majority of their cases. However, very little is known about current trends, issues, and perspectives of implant dentistry education. This study builds a knowledge base about implant dentistry education in pre-doctoral dental education programs. It begins with an overview of the current state of implant dentistry education described in Chapter 1. Chapter 2 evaluates faculty perception in Kuwait University Faculty of Dentistry regarding case-based-learning, a pedagogy that has been recommended by multiple dental education institutions as the context within which pre-doctoral implant dentistry education should be taught. Chapter 3 presents an example of how case-based-learning pedagogy might be implemented in the form of a case report. Chapter 4 creates the link between faculty perception and student outcomes and presents an evaluation of students' competence level regarding pre-doctoral implant education. Finally, Chapter 5 provides a summary and synthesis of the three articles with a focus on placing this research within the larger body of scholarship on implant education and on identifying implications for policy, future scholarship, and practice.

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Honsky, Jesse K. "Evaluation of Interprofessional Education at Case Western Reserve University". Case Western Reserve University Doctor of Nursing Practice / OhioLINK, 2017. http://rave.ohiolink.edu/etdc/view?acc_num=casednp1491849851983399.

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Leiken, Susan M. "Does Dental Hygiene Student Engagement While Enrolled in the Dental Hygiene Program Influence Academic Achievement?" University of Toledo / OhioLINK, 2015. http://rave.ohiolink.edu/etdc/view?acc_num=toledo1437744763.

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Young, Douglas. "CAMBRA: An examination of change in the dental profession". Scholarly Commons, 2010. https://scholarlycommons.pacific.edu/uop_etds/2422.

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Dental caries is a disease process, one that will not be eliminated by tooth repair alone. Caries is the most prevalent disease of children and the primary reason for most restorative dental visits in both adults and children. A risk-based approach to managing caries targets those in greatest jeopardy for contracting the disease and provides evidenced-based decisions to treat current disease and prevent it in the future. This dissertation focuses on an approach to diagnosing and managing caries disease that holds promise of transforming the ways dentists treat this disease. This approach focuses on assessing the risk of caries and designing an individualized treatment plan that treats the disease in the least invasive way possible known as "Caries Management by Risk Assessment" or CAMBRA. Taken in total, the chapters presented in this dissertation address the related problems of disseminating information about CAMBRA and influencing both the practice of dentistry and the education of dentists.

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Omale, Johnson John. "Oral Health Knowledge, Attitudes, and Practices Among Secondary School Students in Nigeria". Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665814.

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Livros sobre o assunto "Education|Dentistry|Higher education"

Witschnitzer, Saul. Barron's guide to medical and dental schools. Hauppauge, NY: Barron's, 2006.

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Education, New Jersey Legislature Senate Committee on. Committee meeting of Senate Education Committee: Testimony of Dr. P. Roy Vagelos with regard to "The report of the New Jersey Commission on Health Science, Education, and Training" : [December 9, 2002, Trenton, New Jersey]. Trenton, N.J.]: The Hearing Unit, 2002.

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Economy, New Jersey Legislature Legislative Task Force on Higher Education and the. Task force meeting of Legislative Task Force on Higher Education and the Economy: The task force has invited various representatives of the higher education, health care, and business communities to provide testimony on options for merging the University of Medicine and Dentistry of New Jersey, the New Jersey Institute of Technology, and Rutgers, the State University of New Jersey : [December 19, 2006, Trenton, New Jersey]. Trenton, N.J: The Unit, 2006.

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Economy, New Jersey Legislature Legislative Task Force on Higher Education and the. Task force meeting of Legislative Task Force on Higher Education and the Economy: Congressman Frank Pallone Jr. will provide testimony on federal funding opportunities for the state's public research universities; and various representatives of the higher education community will provide testimony on options for the restructuring of the University of Medicine and Dentistry of New Jersey, the New Jersey Institute of Technology, and Rutgers, the State University of New Jersey : Committee Room 4, State House Annex, Trenton, New Jersey, January 26, 2007, 1:00 p.m. Trenton, N.J: Office of Legislative Services, Public Information Office, Hearing Unit, 2007.

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New Jersey. Legislature. Legislative Task Force on Higher Education and the Economy. Task force meeting of Legislative Task Force on Higher Education and the Economy: Testimony on options for merging the University of Medicine and Dentistry of New Jersey ; the New Jersey Institute of Technology ; and Rutgers, the State University of New Jersey : [November 9, 2006, Trenton, New Jersey]. Trenton, N.J: The Unit, 2006.

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Levine, Sydney. Subject index of the higher degree and diploma theses of the Faculty of Dentistry, University of Sydney, 1928-1991: With an index of the authors. 3^a ed. Sydney: S. Levine, 1993.

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Wischnitzer, Dr Sol, e Edith Wishcnitzer. Guide to Medical and Dental Schools (Barron's Guide to Medical and Dental Schools). Barron's Educational Series, 2006.

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Effective Learning and Teaching in Medical, Dental and Veterinary Education (Effective Learning and Teaching in Higher Education Series). RoutledgeFalmer, 2002.

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Capítulos de livros sobre o assunto "Education|Dentistry|Higher education"

Rodrigues, Flávia Pires. "The Wheel of Competencies to Enhance Student-Teacher Role Awareness in Teaching-Learning Processes". In Coaching Applications and Effectiveness in Higher Education, 48–77. IGI Global, 2021. http://dx.doi.org/10.4018/978-1-7998-4246-0.ch003.

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In this chapter, the wheel of competencies was used for enhancing educators and students' mutual awareness within the teaching-learning processes. This chapter described how teachers could use this tool in their opening class to build rapport and confidence as future teachers in higher education. The competencies reported are from a post-graduate discipline for students in Dentistry and Veterinary at the UNIP-Paulista University of São Paulo in Brazil, named “Higher Education Teaching Skills,” as a mandatory part of their curriculum. The coaching approach applied in this discipline included reflective questions, discussions in groups, plenaries, and the wheel of competencies. The idea is to make the students aware of coaching tools associated with blended learning, which is the teaching-learning philosophy of the discipline. At the closing class, the students can build an action plan as a student or as a future teacher. Throughout the year, it is essential to follow these competencies to improve the students' confidence.

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Bridges, Susan. "An emic lens into online learning environments in PBL in undergraduate dentistry". In Interdisciplinary and Intercultural Programmes in Higher Education, 22–37. Routledge, 2019. http://dx.doi.org/10.4324/9781315204239-3.

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"Key aspects of teaching and learning in medicine and dentistry". In A Handbook for Teaching and Learning in Higher Education, 332–52. Routledge, 2003. http://dx.doi.org/10.4324/9780203416877-32.

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"Key aspects of teaching and learning in medicine and dentistry". In A Handbook for Teaching and Learning in Higher Education, 442–66. Routledge, 2008. http://dx.doi.org/10.4324/9780203891414-35.

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Keller, Morton, e Phyllis Keller. "The Professional Schools". In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0017.

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Meritocracy flourished most luxuriantly in Harvard’s professional schools. The Big Four—the Graduate School of Arts and Sciences and the Schools of Law, Medicine, and Business—threw off the constraints of lack of money and student cutbacks imposed by World War II. The smaller professional schools—Public Health and Dentistry, Education, Divinity, Design—shared in the good times, though their old problems of scarce resources and conflicted missions continued to bedevil them. The major alteration in the Harvard postgraduate scene was the establishment of the Kennedy School of Government. By the time Derek Bok—as well disposed to the Kennedy School as Conant was to Education and Pusey to Divinity—became president in 1971, this new boy on the Harvard professional school block was well situated to capitalize on his good favor. The Graduate School of Arts and Sciences remained, as in the past, rich in renown, poor in fund-raising and administrative autonomy. Between 1952 and 1962, fewer than 5 percent of GSAS alumni donated a total of about $60,000; during the early sixties giving went down to $3,000 a year. Its dean had little or no budgetary or curricular control; its faculty, curriculum, and student admissions were in the hands of the departments. In 1954 Overseer/Judge Charles Wyzanski grandly proposed that admissions to the Graduate School be sharply cut back. The reduction, he thought, would free up the faculty for more creative thought, improve undergraduate education, and upgrade the level of the graduate student body. But the post–Korean War expansion of American higher education led to boom years for the Graduate School. In 1961, 190 male and 60 female Woodrow Wilson Foundation Fellows, more than a quarter of the national total, chose to go to Harvard or Radcliffe; 80 of 172 National Science Foundation grantees wanted to go to Harvard. A 1969 rating of the nation’s graduate programs gave Harvard Chemistry a perfect 5, Mathematics 4.9, Physics, Biochemistry, Molecular Biology, History, and Classics 4.8, Art History and Sociology 4.7, English and Spanish 4.6, Philosophy and Government 4.5. Impressive enough, all in all, to sustain the faculty’s elevated impression of itself. But in the late sixties the Graduate School bubble deflated. Government aid, foundation fellowships, and college jobs declined; student disaffection grew.

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Keller, Morton, e Phyllis Keller. "The Professional Schools". In Making Harvard Modern. Oxford University Press, 2001. http://dx.doi.org/10.1093/oso/9780195144574.003.0010.

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Harvard’s nine professional schools were on the cutting edge of its evolution from a Brahmin to a meritocratic university. Custom, tradition, and the evergreen memory of the alumni weighed less heavily on them than on the College. And the professions they served were more interested in their current quality than their past glory. True, major differences of size, standing, wealth, and academic clout separated Harvard’s Brobdingnagian professional faculties—the Graduate School of Arts and Sciences and the Schools of Medicine, Law, and Business— from the smaller, weaker Lilliputs—Public Health and Dentistry, Divinity, Education, Design, Public Administration. But these schools had a shared goal of professional training that ultimately gave them more in common with one another than with the College and made them the closest approximation of Conant’s meritocratic ideal. Harvard’s doctoral programs in the Graduate School of Arts and Sciences (GSAS) were a major source of its claim to academic preeminence. As the Faculty of Arts and Sciences became more research and discipline minded, so grew the importance of graduate education. A 1937 ranking of graduate programs in twenty-eight fields—the lower the total score, the higher the overall standing—provided a satisfying measure of Harvard’s place in the American university pecking order: But there were problems. Money was short, and while graduate student enrollment held up during the Depression years of the early 1930s (what else was there for a young college graduate to do?), academic jobs became rare indeed. Between 1926–27 and 1935–36, Yale appointed no Harvard Ph.D. to a junior position. The Graduate School itself was little more than a degree-granting instrument, with no power to appoint faculty, no building, no endowment, and no budget beyond one for its modest administrative costs. Graduate students identified with their departments, not the Graduate School. Needless to say, the GSAS deanship did not attract the University’s ablest men. Conant in 1941 appointed a committee to look into graduate education, and historian Arthur M. Schlesinger, Sr., “called for a thoroughgoing study without blinders.

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Trabalhos de conferências sobre o assunto "Education|Dentistry|Higher education"

Lucey, Siobhán, Frank Burke, Briony Supple e Jennie Foley. "Learning spaces in community-based dental education". In 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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Kuhta, Oksana, e Khrystyna Nykolaichuk. "MODERN REQUIREMENTS TO THE EDUCATIONAL-PROFESSIONAL PROGRAM FOR MASTERS OF THE SECOND LEVEL OF HIGHER EDUCATION IN THE DISCIPLINE «DERMATOVENEREOLOGY» IN THE SPECIALTY «DENTISTRY»". In Trends in Development of Innovative Scientific Research in the Context of Global Changes. Publishing House “Baltija Publishing”, 2021. http://dx.doi.org/10.30525/978-9934-26-076-6-3.

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Gonzalez-Cuevas, Gustavo, Marta Lopez del Hierro, Nieves Martinez e Maria Asuncion Hernando. "A case-based tool to assess college students’ perceptions about ethical competence". In Third International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5581.

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The main objective of this study was to design a new tool to explore the perception of professionally-related ethical values in Health Sciences undergraduate students. For this purpose, 24 conversational interviews, as well as an extensive literature review, were initially employed. Then, five ethical values were selected: respect for the patient, altruism, empathy, responsibility for my actions, and lifelong learning. Next, twenty cases with ethical dilemmas were created with protagonists pertaining to four degrees in the Health Sciences: Nursing, Dentistry, Physical Therapy, and Medicine. These cases were examined by professionals from these fields and presented to a sample of students to analyze their functioning. Our results indicate that the cases are easy to understand as most cases were identified correctly. Interestingly, students reported “respect for the patient” as the most important ethical value. The least important value was “altruism.” This new tool adds a practical perspective based on clinical cases with real-life dilemmas. Further studies are needed to continue exploring this topic.

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Gonzalez-Cuevas, Gustavo, Marcos Alonso Rodriguez e Valeria Nogales Cuellar. "Critical thinking in college students: evaluation of their beliefs in popular psychological myths". In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2850.

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The purpose of this study was to evaluate the degree of acceptance of psychological myths in undergraduate students in Health Sciences. Our results showed that first-year Psychology students believed more myths than did the other first-year Health Sciences students (Medicine, Dentistry, and Optics and Optometry). Third-year Psychology students drastically reduced their beliefs in myths in comparison with first-year Psychology students (Cohen’s d=1.7). Overall, we found a gender effect, being women less gullible than men in believing in myths. Age did not account for differences in myth acceptance. All in all, these results suggest that beginning Psychology students seem to accept more myths than other first-year Health Sciences students regarding psychological misconceptions. However, college exposure in Psychology students may favor critical thinking by diminishing myth beliefs.

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Juríčková, Lubica, Kateřina Ivanová, Kateřina Azeem e Dagmar Tučková. "Teaching Communication with Disabled Patients Using Case-Based Learning – Experience from practice". In Seventh International Conference on Higher Education Advances. Valencia: Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.13023.

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The aim of this paper is to describe what lecturer’s experiences of teaching communication are with disabled patients using CBL method at Faculty of Medicine and Dentistry, Palacký University Olomouc. The CBL didactic method includes both intentional and unintentional learning. It is a method of controlled questioning and provides more space for teaching of small groups. During lessons students can communicate with a disabled patient, i.e. an adult with limited legal capacity due to mild mental retardation, and his public guardian. It helps medical students better understand communication processes with a disabled patient and develop interpersonal skills. Using CBL method, students think critically and ask targeted questions to the public guardian of the disabled patient. This experience strengthens the feeling of empathy with the patient, allows him to get to cooperate in treatment. Students are familiar with the communication problem before the lesson. The teacher acts as a facilitator. The inclusion of patient with limited legal capacity and his guardian in the conduct of CBL communication seminars meet the needs of practical training in communication. Keywords: disability; mental retardation; legal capacity; health communication; medical education; case-based learning.

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Alegre-Martínez, Antoni, María Isabel Martínez-Martínez, José Luis Alfonso Sánchez, María M. Morales Suárez-Varela e Agustín Llopis González. "Results of the implementation of a virtual microscope in a course of histology". In HEAd'16 - International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2016. http://dx.doi.org/10.4995/head16.2016.2626.

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The course of Anatomy and Histology is studied in the first year of Dentistry at the University Cardenal Herrera CEU (Alfara del Patriarca, Spain). Its practices consist on choose freely six samples and draw their most representative features. These practices were made by optical microscopy until 2014, and in 2015 was introduced the virtual microscope exclusively. The aim of the study is to test whether this new teaching method has improved the quality of exercise and the understanding shown by students. First, the best exercises of both years were chosen, and from them some drawings from the same tissue were compared. Some tissues which samples for optical microscope were hard to obtain, were drawn for the very first time thanks to the virtual microscope. Also, with the virtual microscopy the drawings contained more details and definition. The understanding of the structures improved, shown by a more functional, detailed and defined vision of the tissues. The labels of the virtual microscope helped to the self-study and avoided the loss of unnoticed structures. In conclusion, replacement of optical microscope by the virtual microscope is a teaching improvement and facilitates student learning.

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