Horieh Moosavi; Hasan Hoseinpour; Maryam Amirchaghmaghi
Volume 12, Issue 3 , November 2015, , Pages 550-558
Abstract
Background & Objective: Although residency courses in Iran have witnessed positive developments there are still some challenges necessitating further evaluations of these courses Therefore the aim of the present study was to identify the current problems and offer solutions for the obstacles to the ...
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Background & Objective: Although residency courses in Iran have witnessed positive developments there are still some challenges necessitating further evaluations of these courses Therefore the aim of the present study was to identify the current problems and offer solutions for the obstacles to the related sciences course Methods: The current qualitative study was carried out in the School Dentistry of Mashhad University of Medical Sciences in 20132014 with a focus on content analysis The participants consisted of postgraduate students selected using purposeful sampling technique Data were collected through observation and interviews and then coded and assigned to predetermined categories Results: Data gave rise to the emergence of several concepts that can be used to depict the learning and teaching experiences of the related sciences course by postgraduate dental students These concepts included the nature of interdisciplinary clinical learning interdisciplinary education and exchange of ideas group discussions and familiarity with new therapeutic modalities being a member of the dental team team work spirit stress and anxiety resulting from the program suitable tutorstudent relationship differences in interdisciplinary backgrounds and learning sources conversions of potential abilities to full capabilities interesting aspects of clinical experience along with theoretical knowledge contradictions and similarities between practical activities and learning and dependence Conclusion: Although the duration of each residency course appears to be sufficient it is of great importance to establish more communication between different dental specialties from theoretical and practical aspects to make the dental specialty course graduates more efficient
Horieh Moosavi; Fatemeh Maleknejad; Ahmad Shariati
Volume 8, Issue 1 , July 2011, , Pages 14-21
Abstract
Background & Objective: Theoretical and clinical teachings in dentistry are not always according to the dentistry curriculum requirements but they serve as the basis upon which Dentistry graduates start their own practice The aim of this study was to find the resemblance between dentistry curriculum ...
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Background & Objective: Theoretical and clinical teachings in dentistry are not always according to the dentistry curriculum requirements but they serve as the basis upon which Dentistry graduates start their own practice The aim of this study was to find the resemblance between dentistry curriculum requirements with clinical experiences in restorative clinics of Mashhad Dental School in the two academic years of 2007 & 2008 Methods: Recorded data related to the teachings devoted to posterior Amalgam and Composite restorations were gathered from the archive of Restorative Department of Mashhad Dental School Teaching volume was determined by considering the number of lecturers and sessions of preclinical exercises in the operative simulation laboratory during the General Dentistry program Data available for direct posterior restorations placed by fourth fifth and sixth year students were gathered from the students report papers The collected data were coded and categorized according to the surface number of posterior amalgam fillings (AFS1 AFS2 AFS3) and posterior composite fillings (CFS1 CFS2 CFS3) These finding were placed on spreadsheets of Excel program and the related bar graphs were constructed for comparison of the devoted teaching volume and practice with the Dentistry curriculum requirements and the number of posterior amalgam and composite restorations Results: Theoretical and practical teachings of amalgam and composite restorations have been in favor of amalgam with the ratio of 2 to 1 Clinically practiced posterior composite restorations were 3 times more than the curriculum requirement For the placement of three surface posterior restorations amalgam favored over composite Conclusion: Shift to the placement of posterior composite restorations needs to be addressed within dentistry curriculum so the newly graduated dentists are prepared to place composite restorations properly
