A Curricular reform viewed through Bolman and Deal’s organizational frames

Professions exist to serve the needs of society, communities and, in the case of the dental profession, patients.  Academic dental institutions strive to help meet these needs by educating and developing future practitioners, educators, researchers, and citizen leaders who serve the community and shape the changing environment in which they practice and provide care. The American Dental Association Commission on Change and Innovation affirms, “If dental educators are to meet these purposes, change and innovation in dental education must be responsive to evolving societal needs, practice patterns, scientific developments, and economic conditions”(Haden, et al., 2006). Guiding any institution through such authentic reform requires a number of strategies. Lee Bolman and Terrance Deal suggest four organizational constructs, or frames, through which to view a complex organization:  Structural, Human Resource, Political and Symbolic (Bolman and Deal, 1997).“Like maps, frames are both windows on a territory and tools for navigation” (Bolman and Deal, 1997). This reflective case study examines a major curricular reform initiative in a North American school of dentistry through Bolman and Deal’s organizational frames

Digital video til indlæring af kirurgiske procedurer for tandlægestuderende og tandlæger - Pædagogiske og tekniske erfaringer

<p>Første gang publiceret i UNEV nr. 3: Internet Video: Teknik og pædagogik mødes på nettet, april - juni 2004, red. Jens Dørup. ISSN 1603-5518.</p><p>Artiklen omhandler erfaringer med brug af digital video til at lære kirurgiske procedurer for tandlægestuderende og tandlæger under efteruddannelse. Der beskrives 4 års tekniske og pædagogiske erfaringer med in-house produktion af digitale videooptagelser af operationer, som tilgås on-demand. Endvidere beskrives streaming af video til efteruddannelse i forbindelse med et arrangement, hvor video fra kæbeoperationer blev transmitteret live fra Tandlægeskolen i København til Bella Centret, hvor 250 tandlæger overværede seancen på storskærm. Det blev valgt at bruge eksisterende udstyr, herunder eksisterende Internet forbindelser uden forsøg på at reservere båndbredde. Afslutningsvis tegnes nogle perspektiver for fremtidige anvendelsesmuligheder både teknisk og pædagogisk.</p&gt

The Interactive Examination. A summative report of seven years of development and evaluation of an innovative assessment model in higher education.

The ability to self-assess one's competence is a crucial skill for all health professionals. The interactive examination is an assessment model aiming to evaluate not only students' clinical skills and competence, but also their ability to self-assess their proficiency. The methodology utilised students' own self-assessment, an answer to a written essay question and a group discussion. In five studies the role of Interactive Examination for learning and development of metacognitive skills in dental students was evaluated. Teachers and students' acceptance of the methodology was very positive. The Interactive Examination appeared to be a promising tool for providing a deeper insight in student s ability to self-assess and steer their learning. Exploration of the entire potential of the interactive examination would require full implementation of the method in a given curriculum

Factors that are associated with injury to the inferior alveolar nerve in high-risk patients after removal of third molars

Our aim was to answer the question: "Among patients at high risk of injury to the inferior alveolar nerve (IAN) after removal of 3rd molars, what factors are associated with postoperative neurosensory deficits?" We organized a retrospective, two-center study and enrolled a group of subjects who were at increased risk of injury to the IAN after removal of 3rd molars because radiographic findings indicated a risk on panoramic radiography that was high enough to warrant preoperative computed tomography (CT). The primary outcome variable was postoperative injury to the IAN. We used descriptive, bivariate, and multivariate analyses to assess the significance of differences, and probabilities of less than 0.05 were accepted as significant. We studied 149 subjects who had 235 3rd molars removed. Their mean (SD) age was 31 (11) years and 25/235 (11%) of 3rd molars were associated with injury to the IAN. In the multiple logistic regression model, increasing age (odds ratio (OR) 1.05, 95% CI 1.01-1.1, p = 0.04), female sex (OR 5.3, 95% CI 1.6-16.9,p = 0.005), and the size (mm) of the cortical perforation in the inferior alveolar canal (IAC) viewed on the coronal CT cut (OR 1.3; 95% CI 1.0-1.6, p = 0.03) were associated with an increased risk of postoperative injury to the IAN. Age, sex, and the size of the perforation in the IAC on the coronal CT were associated with an increased risk of injury to the IAN. These findings may help to guide recommendations for treatment of patients at high risk of injury to the IAN during removal of 3rd molars. (C) 2013 The British Association of Oral and Maxillofacial Surgeons. Published by Elsevier Ltd. All rights reserved