Department of Surgery, School of Dentistry, Faculty of Medicine, University of Salamanca, C/ Alfonso X, el Sabio S/N, Campus Unamuno 37007, Salamanca, Spain.
Med Oral Patol Oral Cir Bucal. 2013 Jan 1;18(1):e106-14. doi: 10.4317/medoral.18078.
Given the need to ensure that dentists are sufficiently skilled to offer the best possible care to their patients, this study aims to evaluate the teaching methods and clinical experience achieved by undergraduate dental students in Spain and Portugal as regards complete dentures.
In February 2011, a questionnaire seeking information about the preclinical and clinical teaching of complete dentures was e-mailed to all Spanish and Portuguese dental schools with fully developed undergraduate degree dental programs.
A response rate of 82.6% was obtained. The distribution of lectures and hours spent at the laboratory and in clinical activities revealed that teaching complete dentures is eminently a practical issue, this being mostly performed by full-time prosthodontists. All surveyed schools teach the design of the record base, and most of them instruct students in the mounting of teeth in wax. Most schools (94.7%) used a semiadjustable articulator, alginate for primary impressions (73.7%) and elastomeric materials in border-molded custom trays for final impressions (68.4%). In most schools, within the clinical setting students work in pairs, the mean student/ professional staff member ratio being 2.3 ± 0.7. Most schools perform a competence-based assessment (83.3%), although innovative techniques such as problem-based learning are still rarely applied. On average, the students emplaced 1.8 ± 1.2 complete dentures during their clinical training, ranging from 0 to 4, although no clear trend was seen as regards the minimum number of dentures to be made for graduating.
Variations in teaching programs and clinical experience concerning complete denture curricula among Spanish and Portuguese dental schools are evident, but all the schools base their teaching mainly on preclinical and clinical practice. However, the low number of dentures made by student per year seems insufficient to ensure clinical skills and cope with social needs.
鉴于需要确保牙医具备足够的技能，为患者提供最佳的护理，本研究旨在评估西班牙和葡萄牙本科牙科学生在全口义齿方面的教学方法和临床经验。
2011 年 2 月，向所有拥有完整本科牙科课程的西班牙和葡萄牙牙科学校发送了一封电子邮件，询问有关全口义齿的临床前和临床教学的问卷。
获得了 82.6%的回复率。讲座和在实验室及临床活动中花费的时间分配表明，教授全口义齿主要是一个实践问题，这主要由全职修复医生来完成。所有调查的学校都教授记录基的设计，并且大多数学校指导学生在蜡上装牙。大多数学校（94.7%）使用半可调式牙合架、用于初次印模的藻酸盐（73.7%）和用于最终印模的弹性体材料在边缘成型的定制托盘（68.4%）。在大多数学校，在临床环境中，学生以两人一组的方式工作，学生/专业人员的平均比例为 2.3±0.7。大多数学校进行基于能力的评估（83.3%），尽管基于问题的学习等创新技术仍很少应用。平均而言，学生在临床培训期间放置 1.8±1.2 个全口义齿，范围从 0 到 4，尽管对于毕业所需制作的全口义齿数量没有明显的趋势。
西班牙和葡萄牙牙科学校之间的全口义齿课程的教学计划和临床经验存在差异，但所有学校的教学主要基于临床前和临床实践。然而，学生每年制作的义齿数量似乎不足以确保临床技能并满足社会需求。
