The Teaching of Undergraduate Orthodontics in Nigeria

1987 ◽  
Vol 14 (4) ◽  
pp. 269-271 ◽  
Author(s):  
Mike Isiekwe
Keyword(s):  
Dental Students ◽  
Dental School ◽  
Full Time ◽  
The University

A description is given of the teaching of Orthodontics to Undergraduate Dental Students in Nigeria over the last 15 years. The advantages of a change in Orthodontic curriculum at the University of Lagos Dental School are highlighted. The importance of having at least one full-time Orthodontist, in each Nigeirian dental school, is emphasized.

scholarly journals Pattern of patient referrals to the Oral Medicine Clinic at the University of West Indies (UWI) dental school Trinidad - Pilot Study

2021 ◽  
Author(s):  
Ramaa Balkaran
Keyword(s):  
Lichen Planus ◽  
West Indies ◽  
Health Centre ◽  
Dental Students ◽  
Dental School ◽  
Oral Medicine ◽  
Assessment Protocol ◽  
Dental Practitioners ◽  
The University ◽  
Mean Time

Objective Oral medicine specialists provide care to patients with oral and systemic conditions. Descriptive and retrospective studies have been conducted internationally to understand the referral patterns for oral health conditions, but have not been conducted in Trinidad and Tobago. The purpose of this study was to identify patients’ demographics and lesion types, referral sources to the University of the West Indies (UWI) Dental School, Department of Oral Medicine (UWI OM Department) and Oral Pathology and to determine the mean time (in working days) from patient referral to consultation. Methods Dental students and residents assigned to the OM rotation, completed a questionnaire for all patients referred to the UWI OM department for consultation and treatment, during one year from 2017-2018. All patients were examined using a standard oral assessment protocol by residents of the department. Diagnosis was made based on histological or clinical assessment. Results There were 106 referrals. Patients’ mean age was 47.1yrs, 60.4% were females, 50% were Indo-Caribbean. Most referrals (45.3%) were from private general dentists, followed by dental referrals from a health centre (19.8%). The most common diagnoses included: Mucocele (10.4%), Lichen Planus (8.5%) and Erosive Lichen Planus (7.5%). Oral lesions were most common in sites labelled as “other”. Conclusion The findings suggest that referrals by general dental practitioners were higher in proportion compared to medical practitioners. There were more female participants and most referrals were for oral white lesions. There was just over a two week, mean-time, in working days between the initial referral and date of consultation.

scholarly journals Ophthalmologic examination in dental school students and its relationship with the use of dental curing light

2017 ◽  
Vol 18 (2) ◽  
pp. 7-10
Author(s):  
Alejandra Giraldo ◽  
Ana Marcela Hernández ◽  
Isabel Cristina Jaramillo ◽  
Maria Cristina Lerma ◽  
Ingrid Zamnora
Keyword(s):  
Clinical Practice ◽  
Dental Students ◽  
Dental School ◽  
Ophthalmological Examination ◽  
School Students ◽  
Interdisciplinary Work ◽  
Ocular Pathology ◽  
Ophthalmologic Examination ◽  
Curing Light ◽  
The University

Objective: We determined the ophthalmic diagnostic of dental students at the University del Valle (Cali, Colombia), and compared the findings of ophthalmologic evaluation in a group of students previously exposed to the use of the curing light in clinical practice, and other group of students not exposed to it. Methods: It was implemented a survey by interview to report possible diseases, accidents and variables related to ocular pathology, including the use of curing lamp. Additional to this, it was performed an electroretinography, a photograph of eye fundus and a complete ophthalmological examination to each student. Results: It was not found a statistically significant association between injury and exposure to the lamp, but there was a trend towards a higher percentage of ninth-semester students who presented some kind of ocular pathology, compared with students coursing fifth semester. Conclusion: It is important to continue promoting and increasing knowledge about biosafety standards in dental students, dentists, assistants and patients, and give continuity to interdisciplinary work like this, which worked in a complementary manner with ophthalmologists. Further studies are recommended in the same population, after a period longer than two years.

Authority of Law: An Analysis of The Role of Police

2017 ◽  
Vol 2 ◽  
Author(s):  
Veronika Keir
Keyword(s):  
Policy Development ◽  
Crime Control ◽  
Legal Theory ◽  
Research Policy ◽  
Further Education ◽  
Full Time ◽  
Legal Research ◽  
Legal Studies ◽  
The University

<div class="page" title="Page 3"><div class="layoutArea"><div class="column"><p><span>Veronika is a recent graduate from the Honours Legal Studies program at the University of Waterloo. Her passions are socio-legal research, policy development, feminist legal theory, and crime control development. Veronika is currently working a full-time job at Oracle Canada, planning on pursuing further education in a Masters program. </span></p></div></div></div>

The Concept of Nontraditional Student

2017 ◽  
Vol 28 (1) ◽  
pp. 40-60
Author(s):  
Treinienė Daiva
Keyword(s):  
Nontraditional Students ◽  
Social Roles ◽  
Nontraditional Student ◽  
Full Time ◽  
Older Students ◽  
Learning Differences ◽  
Status Characteristics ◽  
Part Time ◽  
Definition Of ◽  
The University

Abstract Nontraditional student is understood as one of the older students enrolled in formal or informal studies. In the literature, there is no detailed generalisation of nontraditional student. This article aims to reveal the concept of this particular group of students. Analysing the definition of nontraditional students, researchers identify the main criteria that allow to provide a more comprehensive concept of the nontraditional student. The main one is the age of these atypical students coming to study at the university, their selected form of studies, adult social roles status characteristics, such as family, parenting and financial independence as well as the nature of work. The described features of the nontraditional student demonstrate how the unconventional nontraditional student is different from the traditional one, which features are characteristic for them and how they reflect the nontraditional student’s maturity and experience in comparison with younger, traditional students. Key features - independence, internal motivation, experience, responsibility, determination. They allow nontraditional students to pursue their life goals, learn and move towards their set goals. University student identity is determined on the basis of the three positions: on the age suitability by social norms, the learning outcomes incorporated with age, on the creation of student’s ideal image. There are four students’ biographical profiles distinguished: wandering type, seeking a degree, intergrative and emancipatory type. They allow to see the biographical origin of nontraditional students, their social status as well as educational features. Biographical profiles presented allow to comprise the nontraditional student’s portrait of different countries. Traditional and nontraditional students’ learning differences are revealed by analysing their need for knowledge, independence, experience, skill to learn, orientation and motivation aspects. To sum up, the analysis of the scientific literature can formulate the concept of the nontraditional student. Nontraditional student refers to the category of 20-65 years of age who enrolls into higher education studies in a nontraditional way, is financially independent, with several social roles of life, studying full-time or part-time, and working full-time or part-time, or not working at all.

The Jay Healey Technique: Teaching Law and Ethics to Medical and Dental Students

1994 ◽  
Vol 20 (4) ◽  
pp. 439-455
Author(s):  
Barbara B. Blechner ◽  
Christie L. Hager ◽  
Nancy R. Williams
Keyword(s):  
Dental Students ◽  
First Year ◽  
Health Law ◽  
Ethical Aspects ◽  
School Settings ◽  
Law And Ethics ◽  
The University ◽  
University Of Connecticut ◽  
Case Based ◽  
Medical And Dental Students

Health law and medical ethics are both integral parts of undergraduate medical curricula. The literature has addressed the importance of teaching law and ethics separately in medical school settings, yet there have been few descriptions of teaching law and ethics together in the same curriculum. A combined program in law and ethics required for first-year medical and dental students was developed and implemented by Professor Joseph (Jay) M. Healey, Jr., at the University of Connecticut Schools of Medicine and Dental Medicine from 1975 until his death in 1993. This Article describes the thirty-hour, interactive, case-based course he created. The course, Legal and Ethical Aspects of Medicine and Dental Medicine (LEA), has continued after Jay 's death, and is one of his many legacies to us. LEA consists of fifty-six actual and hypothetical cases written by Jay from which basic legal and ethical principles are extracted by participants and reinforced by instructors.

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