The purposes of this study were to obtain information about the social and demographic profile of students enrolled in the first private Turkish dental school, to gather information regarding the reasons for their preferences, and to obtain data about their career expectations. Questionnaires were distributed to 278 students; 229 returned the survey for an overall response rate of 82 percent. Of the respondents, 145 (65.5 percent) were females and seventy-five (34.5 percent) were males; they had an average age of 21.62±1.58. First degree relative (mother, father, sibling) had the greatest influence on the students in choosing dentis . . .try as a career. Fathers and mothers had similar impact on the students' choice of dental profession (45.9 percent and 46.6 percent, respectively). Humanistic feelings, desire to serve others, and reasonable working hours were the predominant reasons that motivated females to become a dentist (
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The aim of this study was to assess the current status of mineral trioxide aggregate (MTA) as an educational material in dental schools in Turkey. A survey was sent to senior members of the endodontic departments of seventeen dental schools; fourteen responded. All respondents reported that they used MTA in their clinical practice, with apexification, perforations, retrograde fillings, and root resorptions being the most frequently occurring treatment procedures. All reported that information was given to students regarding MTA mainly as part of the curriculum. The third and fourth years were the periods when MTA was introduced to s . . .tudents in most of the schools. Twelve schools reported that students had the opportunity to observe procedures in which MTA was used, but students had the chance to use the material in a very minor proportion of the schools, mainly under the supervision of clinical instructors. Ten schools agreed that MTA should be included in the regular endodontic curriculum. Financial constraints seemed to be the predominant reason for those who answered this question negatively, followed by difficult handling properties and low radiopacity of the material. Within the limitations of this study, it can be concluded that ways should be sought to prevent financial difficulties from depriving dental students of the opportunity to receive information about contemporary methodologies such as MTA utilization
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This study was conducted to evaluate the predoctoral removable partial denture (RPD) curricula in Turkish dental schools in regards to materials, techniques, and approaches. A questionnaire consisting of eighteen multiple-choice questions was sent by e-mail to the senior members of the prosthodontic departments of seventeen long-established dental schools in Turkey. The response rate was 100 percent. All schools (100 percent) used custom trays for making final impressions of partially dentate arches, taught border molding of the custom tray for the edentulous areas, used modeling plastic impression compound in border molding the fin . . .al impression trays, and used base metal alloys for RPD frameworks. None of the schools had an in-house laboratory that fabricates RPD frameworks, and none of the students cast the frameworks of their own RPDs. The majority of schools used irreversible hydrocolloid as a final impression (70.6 percent) and dental surveyor (76.5 percent) in the designing of RPDs. The majority of schools did not flask their own RPDs (64.7 percent), did not treat patients using RPDs with attachments (76.5 percent), and did not perform the altered cast technique in bilateral and unilateral distal extension RPD cases (76.5 percent). Sixteen schools (94.1 percent) had a minimum number of RPD arches that a student must complete in order to graduate. It was found that predoctoral RPD curricula in Turkish dental schools were both variable and similar
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The aim of this study was to evaluate predoctoral complete denture curricula in the dental schools of Turkey in terms of materials, techniques, and approaches. A questionnaire with twenty-two multiple-choice questions was prepared and sent by e-mail to the directors of the prosthodontic departments of the seventeen long-established dental schools in Turkey. All schools responded for a response rate of 100 percent. All schools (100 percent) reported using irreversible hydrocolloid impression material for preliminary impression, impression compound for border molding, zinc oxide eugenol for a final impression, and heat curing techniqu . . .e for complete denture processing. A majority of schools said they used similar materials in complete dentures: cold cured acrylic resin in fabrication of record bases (70.5 percent) and anatomic teeth for posterior region (70.5 percent). The majority of schools did not use eccentric interocclusal records (76 percent) or occlusal equilibration and face-bow preservation (94 percent) and did not treat patients who require tooth-supported overdentures (70.5 percent). None of the schools taught treatment of implant-retained overdentures in their curriculum. Eleven schools (65 percent) used positioning mandible in centric relation techniques performed by both the clinician and the patient. It can be concluded that dental schools in Turkey have different prosthodontic curricula regarding complete dentures, although some topics are the same
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The aim of this study was to evaluate radiographically the periapical status and technical standard of root canal therapies performed by a group of undergraduate dental students in Turkey two years following completion of the treatments. A random sample of 264 patients who received root canal treatment from undergraduate students at the Yeditepe University Faculty of Dentistry in 2009 were recalled after two years. The study sample consisted of 319 root-filled teeth in 158 dental patients (females=97, males=61) who presented to the student clinics during that time frame. For each root-filled tooth, two periapical radiographs were ex . . .amined to identify the periapical status, one showing pre-treatment and the other showing post-treatment status. The quality of endodontic treatment was examined according to the distance between the end of root filling and radiographic apex and the density of the obturation according to presence of voids within the root filling material. This examination found that 54.2 percent of roots had fillings of acceptable length, while 37.3 percent were short, 7.8 percent were overfilled, and 0.6 percent was unfilled; 2.5 percent of the teeth were observed with broken root canal instruments. After two years, PAI scores of teeth with acceptable length of root canal filling (0-2 mm from the radiographic apex) were found to be lower than those of the overfilling and short filling cases (>2mm) (
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The aim of this longitudinal study was to assess the effect on dental students’ grades of participating in a third-year course taught in orthodontics alone versus an interdisciplinary course taught with orthodontics and pediatric dentistry combined. In the five-year dental curriculum at Yeditepe University in Istabul, Turkey, the third-year orthodontic course was taught as a single discipline until 2010, when the course was redesigned as an interdisciplinary course in orthodontics and pediatric dentistry. This retrospective study analyzed all 540 students’ grades in orthodontic courses in the third, fourth, and fifth years from 2003 . . .–04 to 2014–15 to determine the impact of the third-year course design on students’ performance. Students were divided into two cohorts: group A (which experienced the single discipline course, 2003–04 to 2009–10; 181 female, 117 male) and group B (which experienced the combined course, 2010–11 to 2014–15; 152 female, 90 male). In both groups, significant differences were found for the third-, fourth-, and fifth-year orthodontic grades (
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The aim of this study was to evaluate differences with regard to local anesthesia education in Turkish dental schools. Questionnaires designed to collect information about local anesthesia education were sent to the heads of the Departments of Oral and Maxillofacial Surgery of seventeen Turkish dental schools. Eleven returned the completed survey for a response rate of 64 percent. It was determined that dental schools begin the theoretical part of their local anesthesia (LA) curricula during the first half of the third year. Most dental schools start teaching the practical aspects during the second half of the third year on average- . . .half a year after the beginning of the theoretical background. The first injection in humans, usually a fellow student (82 percent), is mostly supervised by an oral and maxillofacial surgeon. The number of injections under supervision usually depends upon the individual capabilities of the student. None of the schools said they required permission of a medical ethics committee for injections on fellow students. Seventy-three percent of the schools said they were satisfied with their current LA teaching and were not planning to make any changes. Overall, LA teaching programs showed minor variations across the surveyed Turkish dental schools
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The aim of this study was to compare the impact of case-based learning (CBL) and lecture-based learning (LBL) on fourth-year dental students' clinical decision making by using the Structure of Observed Learning Outcome (SOLO) taxonomy. Participants in the study were fourth-year dental students (n=55) in academic year 2012-13 taught in a large-group LBL context and fourth-year dental students (n=54) in academic year 2013-14 taught with the CBL methodology; both took place in the oral diseases course at Yeditepe University Faculty of Dentistry, Istanbul, Turkey. All eligible students participated, for a 100 percent response rate. A re . . .al case was presented to the students in both groups to assess their clinical decision making on the topic of oral diseases. Their performance was evaluated with the SOLO taxonomy. Student t-test was used for statistical evaluation, and significance was set at the
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The aims of this study were to evaluate the posttreatment outcomes in a postgraduate orthodontic clinic following a course on American Board of Orthodontics Cast and Radiograph Evaluation (ABO-CRE); to compare the outcomes of postgraduate students who took the course before and after finishing treatment of their cases; and to assess if the need for orthodontic treatment as determined by the Index of Orthodontic Treatment Need (IOTN) at the beginning of treatment affected students' final scores. A course on ABO-CRE was given to second- (group A), third- (group B), and fourth- (group C) year postgraduate students at Yeditepe Universit . . .y, Istanbul, Turkey, in 2012. Pre- and posttreatment plaster models of 253 cases (group A) were treated by students in 2011-12. An additional 251 (group B, 2012-13) and 341 (group C, 2013-14) cases were evaluated in the first and second years after the course, respectively. The models were graded retrospectively using the ABO-CRE and IOTN. The results showed that the total mean scores on the posttreatment plaster models were significantly higher in the pre-course group than the first- and second-year post-course group (
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