1031 Across the United States, the role of the dental hygienist is evolving. As a result, the dental hygiene curriculum must expand from a traditional private practice focus to include other career pathways, such as providing direct access oral health care in alternative settings, practicing in interprofessional health care environments, being an educator, engaging in research, participating in...

This paper provides information about Peru's dental history and dental school system, including the curriculum and dental licensure. With the increase in the number of dental schools in Peru, the number of dentists is also increasing. Until 1965, Peru had only three dental schools; currently, there are 14. Four of these dental schools are public, and ten are private. A five- or six-year dental ...

Results of the annual American Dental Education Association surveys of dental school seniors show approximately 10 percent of graduates enter federal government services while less than 1 percent enter dental academia. To examine this difference, this study sought the perceptions of senior dental students and junior military dental officers regarding their choice of a military career in order t...

Policy issues related to dental specialty education and practice have been the responsibility of the American Dental Association's Council on Dental Education and Licensure. In 2001, the council concluded a comprehensive study of the ADA-recognized dental specialties that included a review of specialty practice and the practice environment, membership in specialty organizations, requirements an...

INTRODUCTION This article compares and evaluates the effect of dental health education through schoolteachers and dental health professionals to "specific learning needs" children attending special school. MATERIALS AND METHODS A total of 71 "specific learning needs" children attending special school participated in the study. The baseline oral hygiene index-simplified (OHI-S) for all the par...

The literature surrounding dental education in the United States is replete with calls for change in the way that dental students are being educated. These calls are being echoed with curriculum models and examples of best practices, but what is missing is specific information about how to implement a desired change-that is, discussion of the change process itself. Knowledge of the organization...