[EO-18] Current and future trends in the teaching of removable partial dentures in dental schools in Malaysia
[Abstract]
[Objective]
(i)To investigate using a validated questionnaire, the teaching of removable partial dentures (RPDs) in all dental schools of Malaysia.
(ii)To draw up guidelines to align the teaching of RPDs in Malaysia to ensure competencies of dental graduates are consistent.
[Method]
A validated questionnaire to investigate trends in the teaching of RPDs in dental schools in Oceania was emailed to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed.
[Results and Discussion]
Completed questionnaires were received from 13 dental school – a 100% response rate. All schools (n =13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%) course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to preclinical teaching. Students received an average of 62 hours of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed four-handed dentistry in clinical sessions for patient treatment. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. Conclusion: Teaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world.
[References]
1. Petropoulos VC, Rashedi B. Removable partial denture education in the US dental school. J Prosthodontics 2006, 62.
2. de Oyagüe RC, Lynch CD. Variations in teaching of removable partial dentures in Spanish dental schools. Med. Oral Patol. Oral Cir. Bucal 2011,16.
3. Lynch CD, Allen PF. The teaching of removable partial dentures in Ireland and the United Kingdom. British Dental Journal 2007, 203.
[Objective]
(i)To investigate using a validated questionnaire, the teaching of removable partial dentures (RPDs) in all dental schools of Malaysia.
(ii)To draw up guidelines to align the teaching of RPDs in Malaysia to ensure competencies of dental graduates are consistent.
[Method]
A validated questionnaire to investigate trends in the teaching of RPDs in dental schools in Oceania was emailed to Heads of Restorative/Prosthodontics/course coordinators in the 13 dental schools in Malaysia. Follow-up reminders were sent and participants were given six weeks to complete and return the questionnaire. Data was entered into an Excel spreadsheet and results compiled and analyzed.
[Results and Discussion]
Completed questionnaires were received from 13 dental school – a 100% response rate. All schools (n =13) provided a preclinical technical course in RPD design. In most schools (n = 9, 69.2%) course work was supervised by senior lecturers while rest of the institutions made use of associate professor/professors. There were significant differences (p<0.05) between dental schools in terms of the contact hours dedicated to preclinical teaching. Students received an average of 62 hours of instruction. Didactic instruction was the primary focus with practical (78 h) and didactic teaching (32 h). All dental schools (n = 13) provided practical surveyor design teaching (8 h). The staff student ratio for formal lectures (1:61), tutorials (1:29) and lab demonstrations (1:12) were recorded. Majority of the schools (n = 11, 84.6%) employed four-handed dentistry in clinical sessions for patient treatment. All schools (n = 13, 100%) emphasized on increased teaching of RPD design and prescription writing in future clinical RPD courses. Conclusion: Teaching of RPDs in Malaysia may be considered sufficient and comparable to the teaching in other parts of the world.
[References]
1. Petropoulos VC, Rashedi B. Removable partial denture education in the US dental school. J Prosthodontics 2006, 62.
2. de Oyagüe RC, Lynch CD. Variations in teaching of removable partial dentures in Spanish dental schools. Med. Oral Patol. Oral Cir. Bucal 2011,16.
3. Lynch CD, Allen PF. The teaching of removable partial dentures in Ireland and the United Kingdom. British Dental Journal 2007, 203.