Seminars in Orthodontics最新文献

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.

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.