Seminars in Orthodontics最新文献

Background

The quest to define orthodontic competencies for general dentists has been ongoing. The translation of these competencies into explicit learning outcomes and their integration into curriculum through instructional strategies and assessment tools has not been thoroughly documented in orthodontic literature. This study presents a methodical approach undertaken by a dental school to establish core orthodontic learning outcomes for newly graduated general dentists.

Objectives

We aim to detail the consensus-building process for establishing fundamental orthodontic learning outcomes.

Methods

Employing a modified Delphi method, this study sought to construct a consensus on orthodontic learning outcomes over three stages. Reviewing existing literature, we identified primary competency domains and formulated a preliminary set of outcomes. An expert panel was then convened, to critique and refine these outcomes. Miller's pyramid of clinical competence provided a framework for categorization. Disagreements on critical outcomes were addressed in the final stage, ensuring alignment with teaching and assessment methods.

Results

A diverse panel of orthodontists participated in successive Delphi stages. We derived 93 learning outcomes across seven domains of practice, critical for new dental graduates. The outcomes were stratified into categories corresponding to Miller's pyramid. These categorizations informed the enhancement of assessment techniques and instructional strategies, culminating in the creation of a self-assessment tool.

Conclusions

The learning outcomes developed offer a strategic guide for evolving the undergraduate orthodontic curriculum. Such a structured set of outcomes can aid in the identification of learning gaps and foster a deeper understanding of educational needs.

This comprehensive manuscript endeavors to furnish orthodontic researchers with the necessary tools and knowledge to adeptly navigate the multifaceted landscape of academic publishing, thereby enhancing the efficacy and reach of their scholarly endeavors. It meticulously imparts critical insights and methodologies for comprehending and leveraging publication metrics, such as citation counts, the h-index, and Journal Impact Factors, to strategically plan research trajectories. Furthermore, it offers guidance on adeptly engaging with evaluation agencies such as the American Dental Association (ADA) and the National Institute of Dental and Craniofacial Research (NIDCR), thereby optimizing alignment with grant opportunities. Through the adept utilization of orthodontic bibliometrics, researchers can gain invaluable insights into prevailing collaboration trends and emerging research domains, thus facilitating informed decision-making and prioritization of scholarly pursuits. Additionally, the manuscript delves into the nuanced optimization of publication guidelines to maximize research impact. Spanning both established domains such as biomechanics, anchorage control, and aligner therapy, as well as burgeoning frontiers including 3D printing and artificial intelligence applications in aligner treatment, this manuscript equips orthodontic researchers with the requisite acumen to embark upon a journey of impactful scholarly contributions, thereby catalyzing advancements in patient care within the discipline.

Dental care providers are essential in screening and co-managing sleep-breathing disorders, particularly obstructive sleep apnea. As an integral component of dental medicine education, Dental Sleep-disordered Breathing Education (DSBE) aims to equip undergraduate and graduate dental students with the necessary knowledge, skills, and attitude to screen for and manage sleep-breading disorders as part of interdisciplinary teams. Studies on DSBE have mainly focused on undergraduate dental programs. Thus, research is needed to support the improvement of DSBE in dental residency programs, especially in orthodontics, to address the learning needs of future dental students, including Generation Z learners. This perspective paper suggests key research areas and methodologies to support this much-needed undertaking. These areas include curriculum mapping, outcome evaluation, and improvement/innovation. Dental researchers are encouraged to investigate these areas, employing the suggested methodologies. This will help overcome existing educational challenges and advance the available knowledge on DSBE in residency programs in orthodontics and dentistry at large.

The advent of Chat Generative Pre-Trained Transformer (ChatGPT), a conversational artificial intelligence application, has sparked considerable interest and debate within the educational sphere. This narrative article explores the potential implications of ChatGPT on dental education, including its applications, challenges, and ethical considerations. In the realm of dental school admissions, the use of ChatGPT raises questions about academic integrity and the equitable access to resources for applicants. While it may offer benefits in aiding students with writer's block, concerns arise regarding plagiarism and the authenticity of personal statements. Furthermore, its impact on the learning experiences of dental students presents both opportunities and challenges. While ChatGPT can serve as a helpful learning tool, its use may also hinder the development of critical thinking skills and lead to issues of academic dishonesty. In the realm of research, ChatGPT holds promise for facilitating literature analysis, question-answering, and information retrieval. However, its limitations, such as the lack of domain-specific knowledge and potential for bias, must be considered. Ethical concerns surrounding AI-generated content, including misinformation and transparency, necessitate careful regulation and oversight. Looking ahead, the integration of generative AI models into dental education requires collaborative efforts to establish best practices and ethical guidelines. Future research should focus on developing tailored AI models specific to dental education and investigating their long-term effects on learning outcomes and patient care. Ultimately, as educators, it is imperative to embrace technological advancements while ensuring responsible and equitable integration into dental education curricula.

Thousands of dental students and prospective applicants participate in dental MATCH each year. This paper aimed to briefly overview the MATCH process and analyze trends in applicants, program and summary statistics from 2012 to 2023 for specialty programs. The aggregated MATCH data from 2012 to 2023 for all residencies were obtained from the Dental MATCH website and by contacting the Dental MATCH organization. The variables used in this study included applicants matched, number of positions offered, number of programs filled and unfilled, same-year graduates and previous-year graduates matched, US and non-US graduates that matched into a program for each year of analysis. The data was analyzed statistically using the Chi-squared test for proportions to estimate if the proportions deviated from expectations across the years using R 4.2.2. The results showed that Orthodontic programs had a distinct dip in ratio of applicants to total positions offered between 2017 and 2020 followed by a rise after 2020. The Orthodontic residency programs had a lower number of unfilled positions relative to total positions offered for 2015–2016 and a higher number of unfilled positions in 2018 and 2023 (p < 0.05). Dental Anesthesiology had a higher number of unfilled positions in 2015 and Pediatric Dentistry programs had a lower number of unfilled positions in 2015 and higher in 2023 while Periodontics had a higher number of unfilled positions in 2018. The Periodontics residency programs had higher non-US graduates matched in 2018 and lower in 2021 (p < 0.05). Orthodontic programs had higher number of same year graduates matched to total graduates among all other residencies. An overview of the dental MATCH process was detailed in the paper. Additionally, important trends observed in the applicant and program statistics outlines the dynamic and changing landscape of advanced dental education.

The first orthodontic program was opened by Edward H. Angle in 1900 as the Angle School of Orthodontia. From 1900 to 2024, over 70 exceptional orthodontic programs have been developed to provide comprehensive orthodontic education to postdoctoral residents. During this time, numerous innovations have been introduced in orthodontics which have changed the clinical practice of orthodontics. Orthodontic programs need to incorporate such innovations into their curriculum so that the residents are knowledgeable of current developments. To incorporate innovations into orthodontic residency programs, it is important to balance it with standardization. Standardization can be explained in terms of roadmaps and checklists for different innovations. This article aims to provide roadmaps, checklists, and principles for incorporating and teaching innovation into the orthodontic residency curriculum.