Team-Based Learning (TBL) is a collaborative teaching method in which students utilize course content to solve challenging problems. A modified version of TBL is used at the University of Louisville School of Medicine. Students complete questions on the Individual Readiness Assurance Test (iRAT) then gather in pre-assigned groups to retake the…

A survey of the design, emphases, and content of predoctoral curriculum in orthodontics shows wide variation in the amount and timing of didactic and clinical instruction. (MSE)

Data on dental faculty involvement in geriatric programs, didactic and clinical academic curricula, and other aspects of ongoing geriatric educational activities in dental schools are reported and the prospects for future activities are discussed. (Author/MSE)

A survey of dental schools elicited information about course offerings in sports dentistry, opinions about offering such a course, dental school construction of mouthguards for campus or outside athletes, and provision of treatment for athlete dental trauma. A University of Illinois course is described and student reactions are discussed. (MSE)

The American Association of Dental Schools' curriculum guidelines for dental nutrition include an overview of the curriculum, primary educational objectives, suggested prerequisites, a core content outline, and suggestions for sequencing and faculty qualifications. (MSE)

Results of a survey of Canadian (n=8) and United States (n=44) dental schools concerning the clinical and didactic curriculum time allotted to preventive dentistry are reported. Comparable time allocation, requirements, and evaluation procedures were found in the two countries, but Canadian schools devote more hours to teaching prevention. (MSE)

The predoctoral dental curriculum cannot provide the depth of experience and knowledge needed for the increasing representation of geriatric patients in family dental practices. A curriculum model designed to enhance knowledge and refine clinical skills in caring for the elderly is proposed. (MSE)

A description of the University of Maryland at Baltimore's one-year postdoctoral program in advanced general dentistry focuses on its goals and objectives, curriculum design, patient population, faculty and staff, finances, and program evaluation measures. (MSE)

A national survey of dental schools and dental licensing boards indicates a deemphasis on teaching and testing of direct gold restoration techniques. Reasons for this decline may include decline in practitioner use of gold, decline in faculty motivation and dedication to teaching the techniques, and shifting of available curriculum to other…

More can be done to incorporate basic biological science into clinical dental teaching, including increased early basic science instruction by clinical faculty, establishment of departments of oral biology, the grand rounds format, case presentation in clinical settings, and continuing education involving practicing dentists and dental students.…

Models for associate and bachelors degree programs training dental hygienists are proposed as a step in eliminating technical training for dental hygiene education and in delineating roles for the graduates of two- and four-year programs. They outline clinical and professional skills, practice settings, and supervision levels for each group. (MSE)

A survey of predoctoral pediatric dental programs gathered information about changes since 1980 in total and topic-area didactic curriculum hours, percentage of topic area material updated, and frequency of clinical procedures used. Results suggest significant change during that period. (MSE)

A survey of 52 dental schools found that dental implant techniques were taught in 34 pre- and 34 postdoctoral curricula, involving mostly prosthodontics and oral surgery departments, with periodontology departments lagging behind. Most predoctoral programs did not have research involvement. Cooperation among specialties is recommended over implant…

A study compared the performance of dental students following the traditional clinical curriculum that requires exposure to a specific range of discipline-oriented procedures with that of eight similar students in a curriculum focused on meeting patient needs but not traditional curriculum-based requirements. The nonrequirement group had higher…

The didactic and clinical elements of the nutrition curriculum at the University of Washington's School of Dentistry are described, and student course evaluation results are reported. Positive student evaluations are attributed to the fact that application of nutrition principles in patient care is emphasized. (MSE)