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The Complete Denture Prosthodontics Transition Clinic is an introduction to clinical patient care. Students in the Class of 2004 delivered their first complete dentures no later than 8 months. The program was successful in reducing the time lapse between the preclinical course and the first denture patient experience.
The Complete Denture Prosthodontics Transition Clinic is an introduction to clinical patient care. Students in the Class of 2004 delivered their first complete dentures no later than 8 months. The program was successful in reducing the time lapse between the preclinical course and the first denture patient experience.
The Complete Denture Prosthodontics Transition Clinic is an introduction to clinical patient care. Students in the Class of 2004 delivered their first complete dentures no later than 8 months. The program was successful in reducing the time lapse between the preclinical course and the first denture patient experience.
Patient Care: The Complete Denture Prosthodontics Transition Clinic Lisa A. Lang, DDS, MS, 1 David C. Holmes, DDS, MS, 2 Craig Passon, DDS, MS, 3 Robert M. Trombly, DDS, JD, 4 Jeffrey D. Astroth, DDS, MSPH, 5 and Arnold F. Tavel, DMD 6 Using complete denture treatment as an introduction to clinical patient care for dental students, the purposes of the Complete Denture Prosthodontics Transition Clinic at the University of Colorado School of Dentistry are to reduce the time lapse between the preclinical complete denture prosth- odontics course and the rst denture patient experience, and to encourage development of student self-condence and skills. In the 2002 spring semester, faculty at the University of Colorado School of Dentistry initiated the Complete Denture Prosthodontics Transition Clinic for DS-II (second- year) dental students, as an introduction to clinical patient care. Each patient was assigned to a team of two dental students. Three Division of Prosthodontics faculty members staffed each clinic session, providing a student-to-faculty ratio of approximately 6.6:1 and a patient-to-faculty ratio of approx- imately 3.3:1. All DS-II students in the Class of 2004 delivered their rst complete dentures no later than 8 months (average, 184 days) after the last day of the preclinical complete denture prosthodon- tics course. The time from the diagnostic appointment through the denture placement appointment averaged 39 days for patients treated in this program, compared with an average of 98 days or more for previous classes. The program was successful in achieving the goal of reducing the time lapse between the preclinical complete denture prosthodontics course and the rst denture patient experience. J Prosthodont 2003;12:206-210. Copyright 2003 by The American College of Prosthodontists. INDEX WORDS: dental education, removable prosthodontics, curriculum, new educational pro- grams, dental students I N 1970, Dr. John J. Sharry observed that a few dental school administrators believe that com- plete and partial edentulousness will disappear from the scene within the passage of a decade or two. 1 More than 3 decades have passed since Dr. Sharrys report, and the prophecy of those few administrators certainly has not been fullled. In fact, Douglass et al 2 recently predicted that in the United States, the adult population in need of 1 or 2 complete dentures will increase from 33.6 million in 1991 to nearly 37.9 million in 2020. Clearly, edentulism still persists in the United States, and the prospects for its eradication in the near future seem unlikely. Dental education pro- grams must prepare their students to address these continuing patient needs. In this era of an increasingly overcrowded dental school curriculum, educators are constantly chal- lenged to develop programs that afford efcient use of precious curricular hours. Some authors have proposed that providing students with denture pa- tient contact during the rst or second year could shorten the time spent with basic laboratory tech- niques, as well as increase student interest and enthusiasm toward complete denture prosthodon- From the School of Dentistry, University of Colorado Health Sciences Center, Denver, CO. 1 Assistant Professor and Chair, Division of Prosthodontics. 2 Associate Professor and Chair, Division of Comprehensive Care. 3 Associate Professor and Chair, Department of Restorative Dentistry. 4 Associate Professor and Associate Dean of Clinics. 5 Associate Professor, Division of Prosthodontics. 6 Assistant Clinical Professor, Division of Prosthodontics. Accepted April 6, 2003. Correspondence to: Lisa A. Lang, DDS, MS, Division of Prosthodon- tics; School of Dentistry, University of Colorado Health Sciences Center, 4200 East Ninth Avenue; Campus Box C-284, Denver, CO 80262. E-mail: Lisa.Lang@UCHCS.edu Copyright 2003 by The American College of Prosthodontists 1059-941X/03/1203-0000$30.00/0 doi:10.1016/S1059-941X(03)00052-4 206 Journal of Prosthodontics, Vol 12, No 3 (September), 2003: pp 206-210 tics. 3,4 Other authors have argued for the elimina- tion of preclinical manikin procedures in complete denture prosthodontics. 5,6 Although it seems that most dental school ad- ministrators recognize that the content and process of the dental school curriculum must be revised, there is no general agreement on precisely what changes should be made. 7 In 1998, prosthodontic educator members of the American College of Prosthodontists (ACP) published recommendations for prioritizing curricular elements of the prosth- odontic curriculum. 8 Components of the prosth- odontic curriculum were evaluated in relation to the levels of skill and knowledge that a graduating dental student should achieve. Exposure and competency were the 2 skill levels identied, whereas familiarity and understanding were the 2 stages assigned to the knowledge level. The joint ACP and American Dental Education Associ- ation meeting recommended that the dental stu- dent should achieve a skill level of competency with a knowledge level of understanding in treat- ing patients with ACP class I and II 9 (ie, less- complicated treatment needs) complete edentu- lism. Background and Rationale for the Program One of the most exciting, yet frightening, times in a dental students career is the transition from preclinical dentoform-based procedures to clinical patient-based procedures. 10 Sophisticated dental patient simulation systems are currently used at several dental schools, 11 and it has been reported that students are enthusiastic about the learning environment and educational approach of the sim- ulation clinic, preferring it to traditional preclinical laboratory instruction. 12 Nonetheless, an early in- troduction to actual dental patients was favored by dental school graduates in a recent alumni survey. 13 Since 1992, the University of Colorado School of Dentistry has implemented a unique clinical pro- gram beginning in the middle of the DS-II (second year dental student) year, the Operative Dentistry Transition Clinic. The objectives of the Operative Dentistry Transition Clinic are to create comfort- able rst operative dentistry clinic experiences, to provide treatment for patients with limited needs, and to emphasize, through practical experience, the fundamental clinical skills needed for inde- pendent performance. 14 The Operative Dentistry Transition Clinic has proven to be an effective, procient, and comfortable introduction to clinic patient care. Other clinic programs at the Univer- sity of Colorado School of Dentistry have gradually adopted this format of early clinic experience with oral diagnosis and periodontics now fully integrated into the DS-II Transition Clinic. In the fall of 1996, the University of Colorado inaugurated a Comprehensive Care Program span- ning 6 semesters as the primary intramural clinical curriculum for all predoctoral dental students. In the spring of 1998, traditional numerical proce- dural clinical requirements were replaced by a more general, competency-based set of clinical ex- pectations. As reported earlier, numerical require- ments are not necessary to ensure dental student productivity; in fact, students can complete more clinical procedures in a comprehensive care clinical environment without numerical requirements. Dental students in the Class of 1999 each com- pleted an average of 8.38 complete dentures (range, 4 to 16), and those in the Class of 2000 each completed an average of 9.58 complete dentures (range, 6 to 14). 15 For many years, the preclinical complete den- ture prosthodontics course at the University of Col- orado School of Dentistry has been a 64-hour lec- ture/laboratory course that meets for 1 4-hour session per week for 16 consecutive weeks spanning the spring and summer semesters of the DS-I year. Before 2002, the rst complete denture prosth- odontics patient experience was not scheduled until after students had begun treating their assigned patients in the Comprehensive Care Clinic in the summer semester of the DS-II year. Even for those students who began treating a complete denture patient early in the Comprehensive Care Clinic, a full year had passed since they had completed the preclinical complete denture prosthodontics course. Some students did not initiate their rst denture patient experience until later in the DS-III year, as much as 2 years or more (Table 1) after completion of the preclinical complete denture prosthodontics course. Recognizing this time lapse between the preclinical course and the rst denture patient ex- perience as a potential shortcoming of the educa- tional program, faculty began exploring mecha- nisms for reducing this delay. 207 September 2003, Volume 12, Number 3 Program Description In discussions at faculty meetings and curriculum committee meetings in 2001, it was proposed that complete denture therapy offered an appropriate treatment challenge for providing the dental stu- dents rst clinical patient experiences. It was rec- ognized that although complete denture therapy provides its own characteristic challenges, several potential advantages could also be identied: 1. The procedures involved are typically noninva- sive and reversible, thereby lending themselves to demonstration by faculty, followed by re- peated performance by 1 or more students. 2. The stress associated with administering anes- thetic injections is typically not a factor. 3. The anxiety associated with the possibility of causing the patient to experience pain is less of an inuence in the studentpatient relationship. 4. Appointment management can be more straightforward. 5. A properly extended preliminary impression technique can be mastered before study casts are used for diagnosis of dentate cases. 6. The concepts of occlusal plane analysis, esthetic proportion, and patient body image can be intro- duced before the student is presented with ab- normal dentate problems. 7. The use of gross motor skills in complete den- ture fabrication obviates the need for students to struggle with developing the ne motor skills required for operative dentistry. More time can be devoted to understanding human factors and the needs of the total patient. 8. Students are better able to develop communica- tion skills and assess psychological proles and patient expectations throughout the treatment. 9. The student must learn to identify unfavorable human factors that may produce maladaptive responses to treatment; examples include lack of trust in the dentist, previous negative experi- ences with dentists, unrealistic expectations, re- sistance to change, anxiety, inadequate tissue tolerance, chronic dissatisfaction, and the wish to fail. 16 Before the start of the DS-II spring semester, dental students at the University of Colorado School of Dentistry, in preparation for beginning clinical patient care, have completed Basic Life Support (BLS) certication, didactic instruction in clinic protocol, and skill development exercises in 4-handed dentistry techniques. In the 2002 spring semester, faculty initiated the Complete Denture Prosthodontics Transition Clinic for DS-II students (Dental Class of 2004). This programnow preceded the Operative Dentistry/Periodontics/Oral Diagno- sis Transition Clinic, and would be the introduction to clinical patient care for this entire class of dental students. In January 2002, the DS-II class of 39 members was divided into 18 2-student teams and 1 3-student team. For scheduling purposes, 1 group (20 stu- dents, 10 teams) was assigned to a morning sched- ule for the Complete Denture Prosthodontics Tran- sition Clinic, and the other group (19 students, 9 teams) was assigned to an afternoon schedule. The unique educational needs of the Complete Denture Prosthodontics Transition Clinic were taken into account in patient recruitment and se- lection. For this introduction to clinical patient care for dental students, faculty believed that it was important that the patients not be excessively chal- lenging in terms of either the technical or psycho- logical aspects of their oral health care needs. A list of totally edentulous patients who had been previ- ously treated in the University of Colorado School of Dentistry was generated from clinic records. Patients from this list were contacted and recruited for a screening appointment. These patients were Table 1. First Patient Experiences in Removable Complete Prosthodontics at the University of Colorado School of Dentistry: Range of Initiation and Placement Dates by Class Dental Student Class of Final Date of Preclinical Removable Complete Prosthodontics Course Initiation of First Denture Placement of First Denture Average Time Between Preclinical Course and Initiation of First Denture (Days) Average Time From Initiation Until Placement of First Denture (Days) Earliest Start Date Average Start Date Latest Start Date Earliest Placement Date Average Placement Date Latest Placement Date 1999 7/17/96 08/26/97 12/07/97 07/06/98 10/13/97 03/18/98 11/05/98 508 98 2000 7/23/97 06/23/98 11/27/98 05/26/99 07/22/98 02/20/99 11/03/99 492 114 2001 7/22/98 06/08/99 12/24/99 09/11/00 07/19/99 04/14/00 11/10/00 520 143 2002 7/21/99 09/08/00 02/01/01 07/25/01 11/03/00 05/04/01 11/26/01 561 126 2003 7/19/00 06/05/01 11/30/01 04/16/02 09/13/01 02/07/02 05/09/02 499 99 2004 7/18/01 01/16/02 01/18/02 01/30/02 02/20/02 02/25/02 03/20/02 184 39 208 Complete Denture Prosthodontics Transition Clinic Lang et al told that if they qualied for participation in this program and attended all scheduled appointments, then complete dentures would be fabricated by a team of faculty and students at no charge. Patients were screened by 1 of 2 Division of Prosthodontics faculty members in 2 3-hour sessions. Patients who qualied at the screenings were informed that par- ticipation in the program required their agreement to attend all appointments listed on 1 of 2 prede- termined appointment schedules (a Wednesday morning sequence with 1 Thursday morning ap- pointment, or a Wednesday afternoon sequence with 1 Thursday afternoon appointment). Nineteen patients were selected to participate in the pro- gram: 10 patients for the morning appointment sequence and 9 patients for the afternoon appoint- ment sequence. Each patient was assigned to a team of dental students. Appointments were scheduled on the morning or afternoon track as listed in Table 2. Each clinic session was staffed by 3 Division of Prosthodontics faculty members, yielding a stu- dent-to-faculty ratio of approximately 6.6:1 and a patient-to-faculty ratio of approximately 3.3:1. Each student/patient team was assigned to 1 of the 3 prosthodontists for the entire course of treat- ment. At the beginning of each clinic session, the group met in the clinic, and the prosthodontic faculty reviewed the procedure to be preformed during that session. Before initiating the clinical procedure, a faculty member demonstrated the technique on 1 patient in the group. During this time, faculty questioned the students regarding procedural techniques, dental materials, and pa- tient management. After the demonstration was completed, the student teams returned to their own patients to provide treatment. The improved stu- dent/patient-to-faculty ratio allowed faculty time to provide more individualized instruction to students. The complete denture prosthodontic techniques taught in the predoctoral programat the University of Colorado School of Dentistry are consistent with those most frequently reported in a 1996 survey of North American dental schools. 17 The technique uses irreversible hydrocolloid for preliminary im- pressions, modeling plastic compound for border molding of the nal impression tray made of Triad custom tray material (Dentsply, York, PA), polysul- de rubber (Permalastic; Kerr, Romulus, MI) for nal impressions, and Triad tray material for record bases. Although the students are exposed to anatomic and nonanatomic occlusal schemes, lin- gualized occlusion is primarily emphasized. Students were evaluated daily on a 4-point grad- ing scale. The evaluation was based on student team preparedness, clinical performance, and pa- tient management. Review of the Pilot Program Between January 16, 2002 and March 20, 2002, 19 completely edentulous patients received compre- hensive upper and lower denture therapy in the pilot Complete Denture Prosthodontics Transition Clinic. At completion of the program, all DS-II students in the Class of 2004 had performed their rst complete denture patient service, from initia- tion through placement, within 8 months of the last day of the preclinical complete denture prosthodon- tics course (see Table 1). The program was success- ful in reducing the time lapse between the preclin- ical complete denture prosthodontics course and the rst denture patient experience. The three Division of Prosthodontics faculty members who staffed the clinic in this program reported that the DS-II students in this program were at least as well prepared for the rst complete denture patient experience as were the students from any previous class. The time from the diagnostic appointment through the denture placement appointment aver- aged 39 days for patients treated in this program. For previous classes of dental students, this average time had been 98 days or more for their rst denture patients (see Table 1). The three Division of Prosthodontics faculty members who staffed the clinic in this program all believed that accelerating the completion of treatment enhanced the continu- Table 2. Appointment Sequence for the 2002 Complete Denture Prosthodontics Transition Clinic Appointment Date Procedure(s) Planned 1 1/16/02 Oral examination and diagnostic records 2 1/23/02 Border mold and nal impression 3 1/30/02 MM records 4 2/6/02 Tooth try-in 5 2/20/02 Denture placement 6 2/21/02 Follow-up (24 hours) 7 2/27/02 Follow-up (7 days) 209 September 2003, Volume 12, Number 3 ity of care, resulting in a better learning experience for the students and a better service for the pa- tients. The University of Colorado School of Dentistry plans to continue the Complete Denture Prosth- odontics Transition Clinic as the introduction to clinical patient care for dental students. The initial success of this program raises several interesting questions that have not yet been fully investigated: 1. Will students who had their rst complete den- ture patient experience earlier complete more complete dentures in the Comprehensive Care Clinic than their predecessors? 2. Will students who had their rst complete den- ture patient experience earlier achieve compe- tency in complete denture prosthodontics earlier than their predecessors? 3. Will students who had a complete denture pa- tient experience as their introduction to patient care be better prepared for the Operative Den- tistry/Periodontics/Oral Diagnosis Transition Clinic, and subsequently for the Comprehensive Care Clinic? These questions provide exciting topics for further investigation. References 1. 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McGarry T, Nimmo A, Shiba J, et al: Classication system for complete edentulism. J Prosthodont 1999;8:27-39 10. Kieser J, Herbison P: Clinical anxieties among dental stu- dents. N Z Dent J 2000;96:138-139 11. Buchanan JA: Use of simulation technology in dental edu- cation. J Dent Educ 2001;65:1225-1231 12. Suvinen TI, Messer LB, Franco E: Clinical simulation in teaching preclinical dentistry. European J Dent Educ 1998; 2:25-32 13. Ryding HA, Murphy HJ: Assessing outcomes of curricular change: A view from program graduates. J Dent Educ 2001; 65:422-426 14. Passon C, Trombly B: The operative dentistry transition clinic [abstract]. J Dent Educ 1994;58:127 15. Holmes DC, Trombly RM, Garcia LT, et al: Student pro- ductivity in competency-based comprehensive care program without numeric requirements. J Dent Educ 2000;64:745- 754 16. Swoope CC: Human factors as related to complete denture occlusion, in Lang BR, Kelsey CC (eds): International Prosthodontic Workshop on Complete Denture Occlusion. Ann Arbor, MI, University of Michigan School of Dentistry, 1973, pp 281-331 17. Arbree NS, Fleck S, Askinas SW: The results of a brief survey of complete denture prosthodontic techniques in predoc- toral programs in North American dental schools. J Prosth- odont 1996;5:219-225 210 Complete Denture Prosthodontics Transition Clinic Lang et al