为尼日利亚牙科学校制定标准化种植牙课程的挑战和机遇。

IF 1.6 4区 医学 Q3 DENTISTRY, ORAL SURGERY & MEDICINE
Uvoh Onoriobe, Berna Saglik, Cortino Sukotjo, Marianella Sierraalta, Michael Razzoog, Sompop Bencharit
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引用次数: 0

摘要

导言:在包括尼日利亚在内的许多非洲国家,由于缺乏专业知识和资源,种植牙教育受到限制。本研究评估了尼日利亚13所牙科学校种植体教育的现状,评估了教师和学生实施标准化课程的意愿,并探讨了学生对种植体教育的看法。材料与方法:在2020年进行了两次调查的横断面研究。调查一的目标是监督博士前课程的教师,而调查二评估牙科学生对种植教育的看法。主要结果包括种植体课程设置,教师采用综合课程的意愿,以及学生对五年级和六年级学生和住院医生种植体培训的看法。结果:调查1的有效率为64%,调查2的有效率为65.6%。不到一半(45%)的牙科学校要求进行种植教育,尽管所有教员(100%)都支持在线种植课程。障碍包括资金限制(27%)、课程时间(36%)和缺乏教师专业知识(27%)。种植体课程主要由修复系教授(53%),88%在最后(第六年)提供。虽然79.8%的学生表示接触过种植,但只有19%的学生认为覆盖范围足够。将植入物纳入未来实践的兴趣很高(五年级学生、六年级学生和住院医生的兴趣分别为92%、87%和91%)。然而,与住院医师(81%,p < 0.001)相比,五年级学生(49%)的正式植入教育较低。结论:尼日利亚对改善种植体教育有着强烈的共识。需要更全面的种植课程来支持未来的从业者和加强患者护理。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Challenges and Opportunities in Developing Standardized Dental Implant Curriculum for Nigeria's Dental Schools.

Introduction: Dental implant education in many African countries, including Nigeria, is limited due to a lack of expertise and resources. This study assessed the status of implant education in Nigeria's 13 dental schools, evaluated faculty and student willingness to implement a standardized curriculum, and explored student perceptions of implant education.

Materials and methods: A cross-sectional study with two surveys was conducted in 2020. Survey I targeted faculty overseeing predoctoral curricula, while Survey II assessed dental students' perceptions of implant education. Primary outcomes included implant course offerings, faculty willingness to adopt an integrated curriculum, and student perceptions of implant training across fifth- and sixth-year students and residents.

Results: The response rate was 64% for Survey I and 65.6% for Survey II. Less than half (45%) of dental schools required implant education, though all faculty (100%) supported online implant courses. Barriers included financial constraints (27%), curricular time (36%), and lack of faculty expertise (27%). Implant courses were primarily taught by restorative departments (53%), with 88% delivered in the final (sixth) year. While 79.8% of students reported exposure to implantology, only 19% felt the coverage was sufficient. Interest in incorporating implants into future practice was high (92%, 87%, and 91% in fifth-year students, sixth-year students, and residents, respectively). However, formal implant education was lower among fifth-year students (49%) compared to residents (81%, p < 0.001).

Conclusions: There is a strong consensus to improve implant education in Nigeria. More comprehensive implant courses are needed to support future practitioners and enhance patient care.

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来源期刊
Journal of Dental Education
Journal of Dental Education 医学-牙科与口腔外科
CiteScore
3.50
自引率
21.70%
发文量
274
审稿时长
3-8 weeks
期刊介绍: The Journal of Dental Education (JDE) is a peer-reviewed monthly journal that publishes a wide variety of educational and scientific research in dental, allied dental and advanced dental education. Published continuously by the American Dental Education Association since 1936 and internationally recognized as the premier journal for academic dentistry, the JDE publishes articles on such topics as curriculum reform, education research methods, innovative educational and assessment methodologies, faculty development, community-based dental education, student recruitment and admissions, professional and educational ethics, dental education around the world and systematic reviews of educational interest. The JDE is one of the top scholarly journals publishing the most important work in oral health education today; it celebrated its 80th anniversary in 2016.
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