Abstract：
:This study investigated whether teaching undergraduate dental students the diagnosis and management of acute dental pain alongside the underpinning oral physiology helped them to understand the topic better than teaching them acute dental pain as a separate entity. Each of three clinical years of dental students at the same dental school was taught in two groups. Each group was taught the signs/symptoms of five acute dental pain conditions by the same member of the staff. However, the teaching for one group of students in each year reminded the students about the physiology that underpinned the clinical symptoms. One week later, the students completed an open-ended questionnaire that required them to list signs/symptoms of the five dental pain conditions. For each year of dental students that was examined, the mean student marks were significantly higher (p<0.05) for those who were taught dental pain and the underlying physiology compared with students who were only taught dental pain as a stand-alone subject. This suggests that integrating biomedical science and clinical teaching is beneficial.
journal_name
J Dent Educjournal_title
Journal of dental educationauthors
Ali R,O'Sullivan DJ,Gray GB,Vowles RW,Hooper SMsubject
Has Abstractpub_date
2009-09-01 00:00:00pages
1090-4issue
9eissn
0022-0337issn
1930-7837pii
73/9/1090journal_volume
73pub_type
杂志文章abstract：:Though laudable, "band-aid solutions" are inadequate to solve dental access problems. By nature, such efforts are provider-driven and not designed to match the needs of underserved populations. They do not empower patients, families, or communities or provide for ongoing care. Band-aid solutions do not ensure a workfo...
journal_title：Journal of dental education
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journal_title：Journal of dental education
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pub_type： 杂志文章
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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journal_title：Journal of dental education
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pub_type： 杂志文章
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journal_title：Journal of dental education
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