Learning together to improve oral health and quality of life
ADEE - Association for Dental Education in Europe
Wednesday 23rd August 2017 commencing 16:00
The genetic control of odontogenesis and clinical perspectives
The completion of the Human Genome Project in 2003 and subsequent genome-wide studies have led to a greater understanding of the human genome and its role in human genetic conditions. Sequencing and genotyping technology has also improved dramatically resulting in faster and cheaper genetic testing. This has led to increased genetic diagnoses and understanding of the pathogenesis of inherited condition.
These advances will impact the practice of dentistry and require dental health professionals to have a greater understanding of genetics in order to provide better and more personalized patient care. There are more than 700 genetic conditions with craniofacial anomalies with many requiring complex dental treatments. Some of these conditions are rare, while others are relatively common. Moreover, many common dental anomalies such as hypo/hyperdontia, delayed or premature eruption of dentition, irregular-shaped teeth, enamel/dentin dysplasia and malocclusion have a genetic basic. Genetic testing for variants that cause these phenotypes will aid in diagnosis and treatment. It is likely in the next decade that genetic testing may lead to personalized dental treatments.
The aim of the General and Human Genetics Course in the Faculty of Medicine of Vilnius University is to develop the abilities of dentistry student to understand the basis of genetics and to apply knowledge of genetics to the analysis of the normal and pathological characteristics of a human and to the analysis of the peculiarities of their inheritance.
Dr. Algirdas Utkus, a graduate from Faculty of Medicine of Vilnius University, Lithuania is a professor of Department of Human and Medical Genetics of Faculty of Medicine of Vilnius University, Head of Centre for Medical Genetics of Vilnius University Hospital Santara Clinics.
His areas of research interests are biological asymmetry, syndromology, clinical and segregation analysis of cleft lip and/or palate.
Algirdas presently teaches the courses “General and Human Genetics” for the medicine and dentistry students and “Genetic Counselling” for master programme students in the Faculty of Medicine of Vilnius University.
Thursday 24th August 2017 commencing 09:00
Invited Speakers Session One: Discussing Evidence Based Dentistry
Evidence based techniques for busy learners: the coffee break approach
What are the shortcomings in the way that evidence-based dentistry operates today? Is there a crisis in evidence-based (oral) healthcare? Are you a critic or an evangelist?
What should we be teaching our busy learners, and how? If dentistry is a complex intervention, does the classic evidence-based model have a role to play? In light of modern diagnostic technology what tools can we use to assess their utility in daily practice? These are the questions we will explore in this interactive session.
Patrick Sequeira-Byron achieved his BDS from Guy’s Hospital, University of London UK in 1988, a MedDent from the University of Bern in 1990, DMD from the University of Zurich in 1992 and a Post Grad Diploma in Evidence based health care from the University of Oxford.
Patrick has held academic appointments with the University of Zurich, ZMK Bern, Swiss Society of Endodontology, and is currently a Cochrane Clinical Advisor (Endodontology) since 2014. His areas of reseach interest include Clinical and aetiological epidemiology in dentistry in general and Clinical Endodontology. He has served as chair of the Membership Committee, European Society of Endodontology and as chairman, Scientific Committee. He is an active member of the Swiss Statistical Society, Swiss Society for Endodontology, Research Fellow, Horten Centre, University of Zurich and IADR.
Patrick is peer reviewer for a number of prestigious dental and health journals and is currently a member of the editorial board of the journal of Evidence Based Dentistry since 2001.
Evidence-Based Practice Training in the Undergraduate Dental Curriculum at the University of British Columbia, Canada
The EBP is student-centered training and it consists of preparatory training and its wide application incorporated in different courses. The EBP is integrated in all four years of dental program and different teaching modalities are employed. Student active engagement is as a key element in all EBP-related activities.
The 1st and 2nd year student training, each has a total of four sessions, which are structured in a following way: students are asked to preview a short (10-20 minutes) topic specific audioclip. A total of 10 EBP audioclips are posted on the website for home preview. Each class starts with a discussion, during which students can discuss/comment on the preview material. Then, students practice individually using a topic-specific workbook. In order to accommodate both slow and fast learners each workbook contains multiple exercises.
Students are asked to follow the steps and present their own explanation/reasoning. This work-book related activity creates the need to know, as well as prepares students for the second discussion, during which workbook exercises are discussed and analyzed. After the session, students can submit their workbooks and receive the instructor feedback. In years 3/4, students practice EBP principles in different dental modules and in variety of application forms.
Jolanta Aleksejūnienė developed and taught critical thinking, evidence-based practice, professionalism and community service learning, cultural competency and cariology in the undergraduate curricula. In the graduate curricula, she taught research methodology, introductory statistics and critical learning courses. She supervised/co-supervised 11 MSc and 3 PhD and was a committee member for 15 MSc students. She prepared a number of educational seminars, served in the Curriculum Teaching and Education, Curriculum Renewal Academic Advisory Team, Behavioural Ethics Board Committees and as a grant reviewer for the Canadian Institute of Aging, Institute of Public Health and for other granting agencies.
Her peer-review work was done for 21 dental/medical journals. She has published a total of 78 scientific papers on various topics in different dental and medical journals and a book chapter. She and her colleagues also designed and conducted several projects regarding educational research as well as prepared educational papers that were published in Journal of Dental Education and in European Journal of Dental Education.
She received twice the Full-Time Faculty Excellence in Teaching Award, the Sunstar Foundation for Oral Health Promotion Award, Lithuanian National Government Award and through a global competition, the Lithuanian Scientist National Award from the Lithuanian Ministry of Science and Education.
Evidence-based oral health care - important for dental team
The lecture will be about evidence based oral health care with specific focus on evidence based radiology. Evidence based oral health care is an approach where health (dental) care, all the time, is critically reviewed to be based on best possible evidence. The practice of evidence based oral health care means integrating individual clinical expertise with the best available external evidence from systematic reviews of scientific literature. The lecture will highlight why it is important to practice evidence based oral health care and how systematic reviews can be performed. Examples of systematic reviews will be given.
Oral radiology is a diagnostic method and as all diagnostic methods has its strengths and weaknesses. It is important to know how diagnostic methods can be evaluated and this knowledge has an impact on the care of patients.
The radiological process from exposure to diagnosis involves the whole dental team and different parts of this process is important to different persons (professions) involved in the process. The importance of everyone knowing their responsibility for the best possible outcome for the patient will be discussed.
Christina Lindh is Professor in Oral-and Maxillofacial Radiology at the Faculty of Odontology, Malmö University Sweden. Her thesis for doctoral degree was defended in 1996 and the title of the thesis was: Radiography of the mandible prior to endosseous implant treatment.
She has been a teacher and researcher for more than 35 years and has more than 75 publications in peer reviewed international journals. Specific research areas are imaging of jawbone tissue in the field of implants and for osteoporosis diagnosis as well as evaluation of diagnostic methods. For the last 10 years Christina has been involved in several systematic reviews. Another area of interest and research has been education and the learning/teaching process.
Within the Faculty of Odontology she has served as Deputy Dean, associate dean for further education, associate dean for undergraduate education, international co-ordinator for student and teacher exchange, head of the department of oral-and maxillofacial radiology.
Within the Malmö University she is a Member of the board of governors and also serves internationally as Chair of the Education Committee of the European Association of Dento Maxillofacial Radiology.
Friday 25th August 2017 commencing at 14:00
Invited Speakers Session Two: Future Trends in Dental
The use of peer consultation for active learning in Endodontology
Peer consultation has been defined as arrangements in which peers cooperate towards a mutual purpose. It can therefore, be a useful means to encourage cooperative and active learning. By means of peer consultation, not only the necessity for extensive tutoring is decreased, but also the involvement of the students in their own learning process is stimulated.
Since 2009, as a component of the regular undergraduate Endodontic teaching at the Academic Centre for Dentistry Amsterdam (ACTA), we have been giving an online course of case assignments, which combines peer consultation and peer assessment.
Rifat Özok obtained his dental degree in 1988 at the University of Ankara and his PhD degree in 2004 at the University of Amsterdam. Since 2007 he also holds the title of Endodontist. He has been actively involved in dental education and research for nearly three decades. Currently, besides being mainly responsible for the coordination of undergraduate Endodontology curriculum at the Academic Centre for Dentistry Amsterdam (ACTA), he is also the chairman of the Assessment committee, a member of the Board of Examiners and a member of Ethical Committee. He is committed to developing and implementing innovative teaching methods in the undergraduate and postgraduate dental education.
Will we still be teaching Prosthodontics in the year 2525?
Prosthodontics is at the forefront of future teaching and learning challenges in a modern dental curriculum. Previously, prosthodontics was the power house of the dental school as the demand for tooth replacement was high. Dental surveys are now showing that people are keeping their teeth much longer and that the need for some procedures such as complete dentures will decrease. This in turn will lead to a decreasing number of patients being serviced by a smaller number of specialists. How is our dental workforce adapting to these epidemiological changes? How will our educational provision adapt and will our expertise be taken over by machines that are able to scan and provide replacement parts with little input from the specialist prosthodontist?
As communication technology advances, will the present delivery of educational materials via distance learning and mobile technology increase? The traditional classroom will not only be flipped but it will be exploded. Will Prosthodontics cope with the rapidly evolving educational landscape?
Prosthodontics has a poor evidence-based base with few randomised clinical trials being available. Those that have been done challenge our present teaching methodology. How are new findings assimilated into the curriculum and will our current clinical competences look different in future clinical teaching?
There is an ongoing debate about the introduction of implantology in undergraduate curriculums against the backdrop of increasing tooth retention. It may be argued that other specialities are better placed to take over the teaching and learning of dental implants. Further areas of debate include inter-disciplinary treatment planning and the role of prosthodontics in the dental team. Whilst there will be many challenges, the teaching and learning of Prosthodontics must recognise the changing population needs. Teaching and learning practices must evolve with the advent of new knowledge and technology.
The aim of this lecture will be to provoke debate on traditional teaching of Prosthodontics and suggest pathways that will enhance our educational delivery of Prosthodontics as a living and thriving speciality.
(The lecture is inspired by the lyrics from the 1960s song In the Year 2525 performed by Zager And Evans)
Professor Damien Walmsley is Professor of Restorative Dentistry at the University of Birmingham School of Dentistry, and Consultant in Restorative Dentistry where he leads on the teaching and clinical provision of Prosthetic Dentistry. His new role is Director of Internationalisation for the College of Medical and Dental Sciences. His International experience includes Vice Chair of the U21 Universitas Health Sciences Group and involvement on the European Directive of free movement of Professionals in Europe with a focus on dentistry.
He is Scientific Adviser for the British Dental Association and was recently awarded the John Tomes Medal for outstanding services to Dentistry. He is past President of the Association of Dental Education in Europe having served terms as Council member, Treasurer and Secretary General. ;He has published over 200 papers and has been funded by UK research councils, Horizon 2020 and Industry. His research interests include the use of ultrasonics in dentistry where he is a world leader on the use of KHz instruments. Clinical research interests are on the use of implant overdentures. He is an early adopter of educational technology and researches on the use of mobile communication in learning. He has just been awarded an EU Marie Curie Fellowship (C2LEARN) investigating the use of short videos for teaching and learning.
Dental teamwork today and tomorrow
The financial and human resource cost of traditional individual curative care are unfordable in many countries. New models in dental education are required to meet the future oral health needs of different populations. Integrating dental education with medical education is considered crucial particularly in the countries with ageing population. More countries are also considering training midlevel dental providers—such as dental therapists or dental hygienists to help address critical problems in access to dental care. Tomorrow’s dentistry will be increasingly digitalized, mobile and provided interprofessionally. Interprofessional health-care teams understand how to optimize the skills of their members, share case management and provide better health-services to patients and the community.
Professor Heikki Murtomaa, DDS, PhD, MPH: Dr. Murtomaa is Professor emeritius of Oral Public Health and the former dean of Institute of Dentistry, University of Helsinki, Finland. He has supervised many PhD theses, is the author of over 250 scientific articles in international scientific journals and many text books in dentistry. Dr. Murtomaa has worked as a WHO consultant on several occasions and he has been an active international lecturer. He is the Past President of the Association for Dental Education in Europe and a Board Member of International Federation of Dental Educators and Associations. Dr. Murtomaa is presently a visiting professor of Kyushu Dental University in Japan and Tehran University of Medical Sciences in Iran.