As dental caries prevalence is still high in many populations and groups of both children and adults worldwide, and as caries continues to be responsible for significant health, social and economic impacts, there is an urgent need for dental students to receive a systematic education in cariology based upon current best evidence. Although European curriculum guidelines for undergraduate students have been prepared in other dental fields over the last decade, none exist for cariology. Thus the European Organisation for Caries Research (ORCA) formed a task force to work with the Association of Dental Education in Europe (ADEE) on a European Core Curriculum in Cariology. In 2010, a workshop to develop such a curriculum was organised in Berlin, Germany, with 75 participants from 24 European and 3 North-South American countries. The Curriculum was debated by five pre-identified working groups: I The Knowledge Base; II Risk Assessment, Diagnosis and Synthesis; III Decision-making and Preventive Non-surgical Therapy; IV Decision-making and Surgical Therapy; and V Evidence-based Cariology in Clinical and Public Health Practice and then finalised jointly by the group chairs. According to this Curriculum, on graduation, a dentist must be competent at applying knowledge and understanding of the biological, medical, basic and applied clinical sciences in order to recognise caries and make decisions about its prevention and management in individuals and populations. This document, which presents several major and numerous supporting competences, does not confine itself to dental caries alone, but refers also to dental erosion/non-erosive wear and other dental hard tissue disorders.
As a department, Cariology, Restorative Sciences & Endodontics takes on a large responsibility for DDS training. Within the department, there are a wide range of specialty and research foci. CRSE dental teaching activities include cariology, general dentistry, computerized dentistry, endodontics, dental public health, geriatric and special care dentistry, and applied biomaterials.
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Guided by a treatment philosophy of minimally invasive intervention, the three-year program has an evidence-based curriculum that incorporates the most current advancements in cariology, dental biomaterials, CAD/CAM technology, and smile design. The program also provides valuable didactic and clinical teaching experience.
Upon completion of the program, you will be well prepared for dental school faculty positions teaching didactic and clinical courses in cariology, operative dentistry, dental materials, and dental esthetics to pre- and postdoctoral students.
The Department of General Dentistry & Comprehensive Care is responsible for the education of predoctoral students in the various modalities of dental anatomy, cariology, operative and aesthetic dentistry, communication skills, community based dentistry, and overall patient care. In addition, one of the important goals of the department is to prepare students to provide comprehensive care to patients in a modern group practice setting. As a result, students from all four years, D1 through D4, are integrated in group practices under the direction of group practice directors.
With all good intentions, I planned to read Paediatric cariology while on holiday in Italy. Remarkably I did manage it, which is testimony enough to the readability of this excellent little textbook.
Dr. Peters has lectured as an invited speaker in numerous countries being recognized for her work in the field of minimally invasive dentistry and cariology. In 2008 she received the Hollenback Memorial Prize, a life-time achievement award for Research by the Academy of Operative Dentistry.
The Delphi process was used to establish the terms or statements and definitions to be considered using the nominal group method favored by consensus. Prior to the workshop, a group of six experts suggested by the ORCA Board independently provided commonly used terms related to dental caries. The total number of terms suggested was 222. After removing duplicates and unnecessary words (e.g., Ex vivo, In vitro, In vivo, Magnification aid, Prognosis, Diet, Fluorapatite, Fluoride, Micronutrient, Saliva, Salivary flow, Starch, Sucrose, Sugar), 121 terms were taken forward by the Editor-in-Chief of Caries Research, the official journal of ORCA. This number was then revised by several working group members (V.M., B.N., and J.C.C.) and further reduced to 60 by removing synonymous terms (e.g., Caries, Dental caries, Caries disease) and the terms that do not relate directly to dental caries (e.g., Coding, Detection aid). The provisional definitions of the selected terms were provided by the chairpersons of the working group (V.M. and B.N.) and circulated to the group of 17 experts who independently decided on the appropriateness of the definitions. In total, 16 researchers with considerable research expertise in cariology participated in the workshop and in the process of reaching consensus about the definitions of the selected caries terms. Following discussions at the workshop, the final number of terms ended up at 59.
In the early days, dentists just looked for cavities and did fillings (restorations). Now, with the growth of cariology, Dr. Amaechi gives lectures all over the world on modern caries management, which has the mission to preserve dental tissues first and restore only when indicated. While directing two main courses and teaching in several other courses each semester, he has written a book on dental erosion, 11 book chapters, 15 review articles and several research articles while being invited to 65 presentations locally, nationally and worldwide.
There have long been inconsistencies between different countries in the focus and content of dental degrees. This can lead to disparities in the skill-sets of graduating dentists, particularly between countries. These inconsistencies, particularly within the teaching on cariology, were the catalyst for intervention by a group of European organisations focused on creating a standardised curriculum which reflects up to date scientific understanding of caries as a disease continuum, along with recommendations for cyclical classification and management processes.
It is hoped that through further encouragement towards adaption and adoption of the ECCiC, there will be greater standardisation in skill sets across dental graduates, allowing employers and patients to feel safe in the knowledge that their practitioner is appropriately equipped to provide them with high class, preventively focused, cariology treatment.
The questionnaire included several question styles (yes/no questions, multiple choice questions, open-ended questions, and statements with Likert scale responses). After reviewing published cariology surveys, we designed these questions to assess three primary areas: knowledge (including evidence-based caries diagnosis and management according to the recent ICCC and ADA consensus [21, 31, 32], continuing education, and evidence-based practice (including enablers and barriers). We assessed the content validity of the initial questionnaire in person using a paper-based method, considering the differences in professions and education to guarantee that people from varied educational backgrounds would easily understand it. Intra-rater reliability was assessed on this pilot sample of ten participants who were academics, residents, and dentists, with one month between the test and retest. We used the Spearman correlation to test the correlation between the two rounds, and questions with low reliability were removed. The final questionnaire was transferred into a Google Form and distributed.
Drawing on the American version of Core Cariology curriculum,6 the participants worked in groups and reviewed the specific domains of the curriculum: 1. knowledge base; 2. diagnosis, risk assessment, and synthesis; clinical decision making: 3. non-surgical therapy, 4. surgical therapy; and 5. evidence-based cariology in clinical and public health practice.
Collective discussion followed, focused on priorities, common learning objectives and outcomes for Cariology education in Canadian dental schools. Ultimately, the participants were able to come up with a draft consensus document of an adapted version of Core Cariology Curriculum for Canadian dental schools. This document will be reviewed again by the cariology educators from each Canadian dental school. At this time more than one representative (e.g., academic deans, clinic directors) from each dental school will be invited to review the curriculum and the final document will be published.
Dr. Fabio Sampaio, consensus coordinator and Professor at the Federal University of Paraba, Brazil, believes that the event represents an important milestone for cariology, as well as pediatric dentistry and public health. He said:
Dr. Domenick Zero has lectured and done clinical research on almost every aspect of cariology. In recognition of his efforts, he will receive the 2022 Ohio Dental Association Callahan Memorial Award on Friday, Sept. 16 at the Callahan Celebration of Excellence, held in conjunction with the 156th ODA Annual Session.
Citation: Hamama HH. Benefits of implementation of recent cariology concepts in UG curriculum. J Dent Health Oral Disord Ther. 2016;5(4):306. DOI: 10.15406/jdhodt.2016.05.00163
As has come to be expected of books in the Quintessentials of Dental Practice series, the focus, as in the present book, is on up-to-date knowledge and understanding of immediate practical relevance. This book fulfils this expectation and, as such, may be used to great benefit in the care of children. Paediatric dentistry has changed a great deal in recent years and is set to change further with the increasing use of alternative materials and techniques and attainable improvements in the oral health of children. Paediatric cariology is an aspect of clinical practice that practitioners need to keep informed on. This book provides the ideal means to meet this need. be457b7860
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