Seminars in Orthodontics最新文献

{"title":"Future Issues","authors":"","doi":"10.1053/S1073-8746(24)00105-1","DOIUrl":"10.1053/S1073-8746(24)00105-1","url":null,"abstract":"","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Page I"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229947","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Application of genome and exome sequencing to study craniofacial conditions–A primer","authors":"","doi":"10.1053/j.sodo.2024.05.010","DOIUrl":"10.1053/j.sodo.2024.05.010","url":null,"abstract":"<div><p>With the development of Sanger DNA Sequencing<span> in the 1970’s, the scientific community gained a new tool to understand relationships between phenotype and genotype. This methodology allowed one to sequence small regions of DNA in the human genome<span>, but was expensive, time consuming and used radioactive labels; making it impractical to use to study an entire human genome. As technologies improved, DNA amplification<span> by polymerase chain reaction<span> (PCR) in the 1980’s allowed scientists to selectively amplify a targeted DNA sequence. This advancement, along with the utilization of fluorescently–labeled nucleotides significantly influenced the automation of sequencing technology. Today, Next–Generation Sequencing (NGS) can affordably sequence millions of DNA fragments simultaneously and is being used to examine the entire code of the human genome. This capability is revolutionary and offers new hope in identifying key genes involved in numerous craniofacial anomalies.</span></span></span></span></p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 422-428"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141529647","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Assessment of the readability of online orthodontic educational resources related to ‘orthodontic treatment’: A cross-sectional study","authors":"","doi":"10.1053/j.sodo.2024.01.015","DOIUrl":"10.1053/j.sodo.2024.01.015","url":null,"abstract":"<div><h3>Objective</h3><p>In the digital age, the internet has become a primary source for patient education in orthodontics. However, the effectiveness of these online resources largely depends on their readability and comprehensibility. The main aim of our research was to assess the readability of the ten most popular websites dedicated to orthodontic treatment. Additionally, we aimed to ascertain the educational level required to comprehend the information provided on these websites.</p></div><div><h3>Materials and Methods</h3><p>The selection of the top 10 patient-centric English language websites was conducted through a search query for \"orthodontic treatment\" on the Google Chrome browser. The assessment of text readability was conducted by employing six different readability indices, The readability formulas website (https://readabilityformulas.com) was utilized as a resource for this purpose.</p></div><div><h3>Results</h3><p>The researchers calculated the average Flesch Reading Ease index score to be 58.60, with a standard deviation of 10.17. According to GFI, these websites necessitate an average of 12.52 years of formal education, with a standard variation of 2.15, in order to aid understanding. The mean grade level was found to be 10.40, with a standard deviation of 1.90.</p></div><div><h3>Conclusion</h3><p>Our research indicates that internet resources are crucial in orthodontic education for Generation Z, serving as a platform for efficient learning, particularly during the COVID-19 pandemic in creating a general knowledge a level of moderate-complexity. Orthodontic professionals and website developers should be encouraged to consider the readability of their content to ensure it meets the needs of a diverse patient population. However, the utilization of internet information should not be regarded as a comprehensive replacement for a comprehensive treatment process.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 463-468"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1073874624000161/pdfft?md5=78fe29127217da7136c0c6d054943f3c&pid=1-s2.0-S1073874624000161-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"139877123","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Orthodontic education in Gulf Cooperation Council countries: Overview of programs and challenges","authors":"","doi":"10.1053/j.sodo.2024.02.005","DOIUrl":"10.1053/j.sodo.2024.02.005","url":null,"abstract":"<div><p>This article aims to provide an overview of currently available orthodontic<span> residency programs in Gulf Cooperation Council (GCC) countries against a backdrop of dental education institutions in the region. Studying the history of dental and orthodontic education in the GCC revealed relatively young dental education institutions in the region starting in the latter half of the twentieth century. GCC orthodontic programs are profiled in this article showcasing available programs and sharing descriptive information about their manpower, academic degrees offered and teaching methods. Two main categories of training programs were observed: clinical, board-type and academic, degree-type programs. Thirty-nine training centers were identified, of which thirty-one fall under the umbrella of the Saudi Board of Orthodontics. The remaining programs are offered under various other schemes. Challenges and concerns expressed by program directors in the region regarding the establishment and running of these programs are also discussed which included academic, manpower, administrative, financial, and logistical challenges. The information is discussed with reflections against available literature in the field.</span></p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 394-400"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140147375","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Understanding critical thinking in orthodontic residency to transform novices to experts","authors":"Nikhillesh Vaiid ,&nbsp;Kelvin Weng Chiong Foong ,&nbsp;Haythum O. Tayeb ,&nbsp;Reem A. Alansari ,&nbsp;Samar M. Adel","doi":"10.1053/j.sodo.2024.07.005","DOIUrl":"10.1053/j.sodo.2024.07.005","url":null,"abstract":"<div><p>Critical thinking is a foundational skill essential to achieving the goals of postgraduate orthodontic education. Thoughtful instructional design and formative assessment experiences are crucial in fostering the development of critical thinking among residents. This involves purposeful, self-regulatory judgment, encompassing interpretation, analysis, evaluation, and inference. According to the American Philosophical Association Delphi Consensus, the ideal critical thinker is inquisitive, well-informed, and open-minded. However, current postgraduate educational frameworks lack explicit critical thinking objectives. By creating a learning environment that challenges residents to analyze, evaluate, and synthesize information, educators can effectively cultivate these skills. The collaborative efforts of educators and residents are vital in this developmental process, with both parties acting as collaborators in the teaching and learning of critical thinking. Critical thinking in orthodontics is not only developed during residency but is also a lifelong skill. It begins during the training tenure and, with continued practice, helps transform novice residents into expert orthodontists. This lifelong journey ensures that orthodontists remain adept at making sound clinical judgments, addressing complex patient's needs, and staying abreast of advancements in their field. Ultimately, the emphasis on critical thinking equips residents with the ability to provide optimal patient care and adapt to the evolving landscape of orthodontic practice. By fostering an environment that challenges assumptions and encourages reflective practice, educators can empower future orthodontists to provide optimal patient care and adapt to the evolving landscape of orthodontics.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 443-451"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141839714","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Predoctoral orthodontic education in the United States: Challenges and opportunities for generation Z learners","authors":"","doi":"10.1053/j.sodo.2024.04.008","DOIUrl":"10.1053/j.sodo.2024.04.008","url":null,"abstract":"<div><p>This perspective paper addresses the current landscape of predoctoral orthodontic education in the United States. A history of American Dental Education Association (ADEA) senior dental student exit surveys consistently reveals that graduates lack confidence in space management and malocclusion. The authors, with over 50 years of combined experience in dental education, present variations in predoctoral orthodontics programs, common challenges, and underscore the need for aligning curricula with the distinct characteristics of the current Gen Z student cohort. Variations include instructional clock hours, timing and sequence, and instructor qualification. An examination of the topics covered in predoctoral orthodontics demonstrates stability from the 1993 ADEA guidelines to a 2021 consensus panel's recommendations. Specific examples stemming from the direct experiences of the authors demonstrate the variety of approaches used in predoctoral orthodontic education. Challenges in predoctoral education stem from not distinguishing curricular goals from Advanced Education in Orthodontics, or clearly defining parameters for competence. Training dental students to treat malocclusion is not practical or possible within the present dental curriculum. The authors stress the importance of shifting educational goals towards competency training in recognizing, diagnosing, and managing malocclusion, to increase relevance to general dental clinical practice. The paper highlights innovative teaching strategies to engage students in competency-based learning: Problem Based Learning, Gamification, Case-based learning, Cold calling, Test enhanced Learning, Spiral Curriculum. The paper also presents educational technological applications used in traditional classrooms or remote environments for teaching and assessment, well suited for Gen Z's preference for technologically driven interactive learning methods. Despite its challenges, predoctoral orthodontics education in the United States is filled with opportunities for growth, which will only lead to elevating the standard of dental care for all patients.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 409-412"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1073874624000483/pdfft?md5=8a7d32695486745b73383aa8f1767e8e&pid=1-s2.0-S1073874624000483-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931445","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Global guidelines for education and their impact on the orthodontics profession through the years","authors":"","doi":"10.1053/j.sodo.2024.04.010","DOIUrl":"10.1053/j.sodo.2024.04.010","url":null,"abstract":"<div><p>Orthodontic specialty training passed through different phases before it progressed to its today's high standards in content, format, duration, and accreditation. Specialty training, postgraduate and graduate education, accreditation of programs, and recognition of the orthodontic specialty used to be significantly different in the past among countries and regions. However, during the last 30 years a clear tendency for harmonization and uniformity is obvious. The aim of this article is to briefly outline the evolution of the orthodontic specialty training characteristics in different parts of the world and relate them with the recognition, through the years, of the orthodontist as a dental specialist professional.</p><p>An advanced dental education program in orthodontics and dentofacial orthopedics requires an extensive and comprehensive evidence-based experience, which must be representative of the current didactic and technical changes and advancements in the orthodontic specialty. The wheel should not be reinvented in any country or university in which specialty education is initiated. Excellent standards, accumulated experience, and rich knowledge of postgraduate education are available from different parts of the world, and these must be utilized.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 385-388"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140931535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"FMi --- Ed Board","authors":"","doi":"10.1053/S1073-8746(24)00103-8","DOIUrl":"10.1053/S1073-8746(24)00103-8","url":null,"abstract":"","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages i-iv"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://www.sciencedirect.com/science/article/pii/S1073874624001038/pdfft?md5=c83395ac919dc5c3549d21b694299988&pid=1-s2.0-S1073874624001038-main.pdf","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"142229686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"OA","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"The applications of digital technology in postgraduate orthodontic education","authors":"","doi":"10.1053/j.sodo.2024.03.003","DOIUrl":"10.1053/j.sodo.2024.03.003","url":null,"abstract":"<div><p>In recent times, digital technology has played a pivotal role in advancing postgraduate orthodontic education. This article comprehensively overviews digital technology's various applications, benefits, and drawbacks in postgraduate orthodontic education. Further, it examines its transformative impact on students. The primary focus of this review is on reshaping traditional teaching methods and learning experiences through innovative tools and techniques. Beginning with online learning platforms, virtual classrooms, and webinars, a comprehensive review of their role in facilitating remote education and creating interactive learning environments is provided. It also explores the integration of interactive content and multimedia in post-graduate education and emphasizes their ability to enhance students’ engagement and comprehension. Augmented and virtual reality (AR/VR) technologies will also be explored, with emphasis on their role in revolutionizing practical learning experiences within postgraduate curricula. Additionally, the article discusses the part that adaptive learning and artificial intelligence (AI) play in utilizing data analytics to personalize education and optimize learning outcomes.</p><p>The influence of social media platforms, mobile applications, digital libraries, and open educational resources (OER) on collaborative learning environments will be reviewed, showcasing their impact on fostering collaboration and accessibility among postgraduate students. Collaborative tools, simulations, and e-labs' role in enhancing hands-on learning experiences are highlighted. Finally, a critical analysis of the benefits and drawbacks of integrating digital technology in orthodontic education, addressing ethical and legal concerns arising from its implementation, will also be overviewed.</p><p>In summary, this article explores a nuanced understanding of the transformative potential of digital technology in postgraduate orthodontic education. It encompasses various applications, benefits, challenges, and ethical considerations, guiding stakeholders toward informed integration strategies for these technologies in higher education.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 436-442"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"140588079","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

{"title":"Making Learning Visible through Formative Assessments in Postgraduate Orthodontic Education","authors":"","doi":"10.1053/j.sodo.2024.04.009","DOIUrl":"10.1053/j.sodo.2024.04.009","url":null,"abstract":"<div><p><span>Assessments play a vital role in postgraduate orthodontic education. They are the means to ensure postgraduate students meet the training standards of their respective programs. The visibility of student learning is crucial to the development of a postgraduate's knowledge, skill and attitudes that will eventually define the clinician's education and competence for the practice of orthodontics. This essay presents the argument for making learning visible in postgraduate orthodontic education and explains its importance. It highlights the educational theories that underpin the practice of formative feedback and articulates the significance of formative and </span>summative assessments approaches and evaluation frameworks.</p><p><span>Integral to formative assessments is feedback. The essay discusses three levels of feedback – macro, meso and micro – and how each can support and enhance student learning. A brief description on the significance of </span>peer learning introduces five formative assessment classroom practices in an ERASMUS-based postgraduate orthodontic training program conducted at the National University of Singapore. They demonstrate the value of peer learning and feedback that makes learning visible to the teachers and to the postgraduate students. The essay ends with a short exploration on how technology is being harnessed to make learning visible. In particular, the current trajectory of Artificial Intelligence development, such as Open AI's ChatGPT and Google's Gemini, offers educators and students new and innovative ways to enhance teaching and learning.</p></div>","PeriodicalId":48688,"journal":{"name":"Seminars in Orthodontics","volume":"30 4","pages":"Pages 379-384"},"PeriodicalIF":2.2,"publicationDate":"2024-09-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"141040535","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":4,"RegionCategory":"医学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}