Seminars in Orthodontics最新文献

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.

Objective

In the digital age, the internet has become a primary source for patient education in orthodontics. However, the effectiveness of these online resources largely depends on their readability and comprehensibility. The main aim of our research was to assess the readability of the ten most popular websites dedicated to orthodontic treatment. Additionally, we aimed to ascertain the educational level required to comprehend the information provided on these websites.

Materials and Methods

The selection of the top 10 patient-centric English language websites was conducted through a search query for "orthodontic treatment" on the Google Chrome browser. The assessment of text readability was conducted by employing six different readability indices, The readability formulas website (https://readabilityformulas.com) was utilized as a resource for this purpose.

Results

The researchers calculated the average Flesch Reading Ease index score to be 58.60, with a standard deviation of 10.17. According to GFI, these websites necessitate an average of 12.52 years of formal education, with a standard variation of 2.15, in order to aid understanding. The mean grade level was found to be 10.40, with a standard deviation of 1.90.

Conclusion

Our research indicates that internet resources are crucial in orthodontic education for Generation Z, serving as a platform for efficient learning, particularly during the COVID-19 pandemic in creating a general knowledge a level of moderate-complexity. Orthodontic professionals and website developers should be encouraged to consider the readability of their content to ensure it meets the needs of a diverse patient population. However, the utilization of internet information should not be regarded as a comprehensive replacement for a comprehensive treatment process.

This article aims to provide an overview of currently available orthodontic residency programs in Gulf Cooperation Council (GCC) countries against a backdrop of dental education institutions in the region. Studying the history of dental and orthodontic education in the GCC revealed relatively young dental education institutions in the region starting in the latter half of the twentieth century. GCC orthodontic programs are profiled in this article showcasing available programs and sharing descriptive information about their manpower, academic degrees offered and teaching methods. Two main categories of training programs were observed: clinical, board-type and academic, degree-type programs. Thirty-nine training centers were identified, of which thirty-one fall under the umbrella of the Saudi Board of Orthodontics. The remaining programs are offered under various other schemes. Challenges and concerns expressed by program directors in the region regarding the establishment and running of these programs are also discussed which included academic, manpower, administrative, financial, and logistical challenges. The information is discussed with reflections against available literature in the field.

With the development of Sanger DNA Sequencing in the 1970’s, the scientific community gained a new tool to understand relationships between phenotype and genotype. This methodology allowed one to sequence small regions of DNA in the human genome, but was expensive, time consuming and used radioactive labels; making it impractical to use to study an entire human genome. As technologies improved, DNA amplification by polymerase chain reaction (PCR) in the 1980’s allowed scientists to selectively amplify a targeted DNA sequence. This advancement, along with the utilization of fluorescently–labeled nucleotides significantly influenced the automation of sequencing technology. Today, Next–Generation Sequencing (NGS) can affordably sequence millions of DNA fragments simultaneously and is being used to examine the entire code of the human genome. This capability is revolutionary and offers new hope in identifying key genes involved in numerous craniofacial anomalies.

This perspective paper addresses the current landscape of predoctoral orthodontic education in the United States. A history of American Dental Education Association (ADEA) senior dental student exit surveys consistently reveals that graduates lack confidence in space management and malocclusion. The authors, with over 50 years of combined experience in dental education, present variations in predoctoral orthodontics programs, common challenges, and underscore the need for aligning curricula with the distinct characteristics of the current Gen Z student cohort. Variations include instructional clock hours, timing and sequence, and instructor qualification. An examination of the topics covered in predoctoral orthodontics demonstrates stability from the 1993 ADEA guidelines to a 2021 consensus panel's recommendations. Specific examples stemming from the direct experiences of the authors demonstrate the variety of approaches used in predoctoral orthodontic education. Challenges in predoctoral education stem from not distinguishing curricular goals from Advanced Education in Orthodontics, or clearly defining parameters for competence. Training dental students to treat malocclusion is not practical or possible within the present dental curriculum. The authors stress the importance of shifting educational goals towards competency training in recognizing, diagnosing, and managing malocclusion, to increase relevance to general dental clinical practice. The paper highlights innovative teaching strategies to engage students in competency-based learning: Problem Based Learning, Gamification, Case-based learning, Cold calling, Test enhanced Learning, Spiral Curriculum. The paper also presents educational technological applications used in traditional classrooms or remote environments for teaching and assessment, well suited for Gen Z's preference for technologically driven interactive learning methods. Despite its challenges, predoctoral orthodontics education in the United States is filled with opportunities for growth, which will only lead to elevating the standard of dental care for all patients.

Orthodontic specialty training passed through different phases before it progressed to its today's high standards in content, format, duration, and accreditation. Specialty training, postgraduate and graduate education, accreditation of programs, and recognition of the orthodontic specialty used to be significantly different in the past among countries and regions. However, during the last 30 years a clear tendency for harmonization and uniformity is obvious. The aim of this article is to briefly outline the evolution of the orthodontic specialty training characteristics in different parts of the world and relate them with the recognition, through the years, of the orthodontist as a dental specialist professional.

An advanced dental education program in orthodontics and dentofacial orthopedics requires an extensive and comprehensive evidence-based experience, which must be representative of the current didactic and technical changes and advancements in the orthodontic specialty. The wheel should not be reinvented in any country or university in which specialty education is initiated. Excellent standards, accumulated experience, and rich knowledge of postgraduate education are available from different parts of the world, and these must be utilized.

Critical thinking is a foundational skill essential to achieving the goals of postgraduate orthodontic education. Thoughtful instructional design and formative assessment experiences are crucial in fostering the development of critical thinking among residents. This involves purposeful, self-regulatory judgment, encompassing interpretation, analysis, evaluation, and inference. According to the American Philosophical Association Delphi Consensus, the ideal critical thinker is inquisitive, well-informed, and open-minded. However, current postgraduate educational frameworks lack explicit critical thinking objectives. By creating a learning environment that challenges residents to analyze, evaluate, and synthesize information, educators can effectively cultivate these skills. The collaborative efforts of educators and residents are vital in this developmental process, with both parties acting as collaborators in the teaching and learning of critical thinking. Critical thinking in orthodontics is not only developed during residency but is also a lifelong skill. It begins during the training tenure and, with continued practice, helps transform novice residents into expert orthodontists. This lifelong journey ensures that orthodontists remain adept at making sound clinical judgments, addressing complex patient's needs, and staying abreast of advancements in their field. Ultimately, the emphasis on critical thinking equips residents with the ability to provide optimal patient care and adapt to the evolving landscape of orthodontic practice. By fostering an environment that challenges assumptions and encourages reflective practice, educators can empower future orthodontists to provide optimal patient care and adapt to the evolving landscape of orthodontics.