• Journal of Korean society of Dental Hygiene
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• v.19 no.3
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• pp.331-342
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• 2019

The purpose of this study is to analyze the clinical dentistry curriculum in Korea and Japan in order to review the application of integrated curriculum in the field. We collected the clinical dentistry syllabi for 2015-16 of the department of dental hygiene of Korea G University and Japan N University. Using the data from Korea, items that were duplicated and integrated were classified by the subjects covered in clinical dentistry. In addition, through case studies conducted in Korea and Japan, we analyzed and compared the credits, class hours, teaching methods, and evaluation methods, by subject. In Korea the total class hours in clinical dentistry, including clinical practice, was 1,095, and in Japan it was 1,104. In Korea, the syllabus covered by each department consisted of about 200 hours centering on theoretical lectures. In Japan, the integrated form of clinical dentistry was taught, and the instructions included all the contents of clinical dental study and also problem-based learning for approximately 100 hours. To strengthen the competence of dental hygienists as professionals, who are actively involved in dental practice, it is necessary to integrate the education contents of segmented clinical dentistry from the perspective of dental hygiene. It is also important to apply teaching methods that can help students improve their ability to solve problems.

• Journal of the korean academy of Pediatric Dentistry
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• v.40 no.4
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• pp.253-259
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• 2013

This study aimed to evaluate the courses of pediatric dentistry based on correlation analysis between scores of objective structured clinical examination (OSCE) and related subjects for 79 fourth-year students. The score of theory were related to preclinical (r = 0.449, p = 0.000) and clerkship (r = 0.437, p = 0.000) each, but the scores of clerkship were not related to OSCE. To make the students skillful for clerkship, more professor's firsthand teaching on treating patients and adequate numbers of clinical professors are required. Patients who come to the university dental hospital prefer to be treated by professors rather than students. In these circumstances, educational conditions should be arranged by ensuring the number of professors for teaching students to improve their clinical competence through direct instruction and feedback to students. In addition, pragmatic improvement plans, which allow continuous education and evaluation about basic techniques to be examined in the clinical practice course, should be compromised with the more concrete evaluation of the curriculum in order to evaluate theoretical knowledge and technical trainings to be well exercised and deepened in the practical clinical field.

• Journal of dental hygiene science
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• v.17 no.5
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• pp.383-397
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• 2017

We attempted to develop a problem-based learning (PBL) module for integrated education in dental hygiene with the aim of helping students gain clinical competencies necessary for dental hygienist work. To develop the PBL Module for Clinical Dentistry in Dental Hygiene course, the researchers identified literature related to not only educational technology, but also medical science, nursing, dentistry, and dental hygiene. During the design phase of the PBL module, problem scenarios and a plan for the teaching and learning process were developed. Developing problem scenarios involved describing a problematic situation and three questions related with that situation. To cultivate competencies required in dental clinics, each question was related to the diagnosis of a dental disease, dental treatment, and dental hygiene procedures for care. Teaching-learning process plan included the designs of operating environment, operational strategies, learning resources, facilitation of problem-solving process, and evaluation. It is necessary to evaluate the PBL module for integrated education in dental hygiene to confirm its effectiveness.

• Journal of Oral Medicine and Pain
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• v.17 no.1
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• pp.51-60
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• 1992

44 Temporomandibular Disorders(TMDs) patients with non-trauma and non-iatrogenic origin pressented at Wonkwang University Dental Hospital. They were grouped into experimental subjects and 85 persons without TMSDs were classified into control groups. The objectives of this study was to investigate the effects of recent life changes on the symptom severity and treatment course of TMDs. For that purpose, the author used several scales and indices, namely, Social Readjustment Rating Scale(SRRS) devised by Holmes and Rahe, SRRS-Korean revision by Hong and Jeong, Helkimos Anamnestic index, Clinical Dysfunction index, and Visual Analogue Scale treatment index(VAS Ti) transformed from VAS by the author. Data resulted from the investigation were collected by scale or index and processed with SPSS. The obtained results were as follows : 1. Life change units(LCU) and values of indices of experimental group were higher than those of control group. 2. Life change units recorded with SRRS-Korean revision were higher than those with original SRRS in all cases and significant positive correlations existed, between he two Therefore, clinical use of original SRRS in Korea is reliable and valid. 3. In experimental group, LCU were positively correlated with Helkimos Clinical Dysfunction index and VAS treatment index, but in control group LCU were not correlated with any items. From this, increase of life changes in patient with TMDs is likely to aggravate TMJ dysfunction and more likely to complicate treatment course.

• Journal of Korean society of Dental Hygiene
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• v.7 no.4
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• pp.595-609
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• 2007

The purpose of this study was to classify the courses of the dental-hygiene curricula into several categories by field, to incorporate the subjects in the same category into an integrated course, and to suggest how to ensure the successful phase-in application of integrative education according to Ronald M. Harden's 11-stage integrative ladder model. The findings of the study were as follows: 1. When the existing curricula were analyzed, it's found that many credits were provided to the courses in the area of basic dentistry that offered both theory and practice. In particular, the subjects tested by the national examination were offered by every college. In the field of public oral health, the largest number of credits was allocated to theory of oral prophylaxis and practice courses. In clinical area, clinical practice, in the area of dental office management, dental insurance course was given the largest credit. There were 31 to 61 major subjects in the colleges, which indicated that the major subjects were segmented in detail. 2. It seemed necessary to incorporate the subjects in the field of basic dentistry into oral biology, and theory of oral prophylaxis/practice, preventive dentistry/practice, preclinical stage, emergency treatment and introduction to dental hygiene should be integrated in to clinical dental hygiene. The courses in clinical area should be combined into clinical dentistry, and in the field of medical management, dental insurance, hospital management and medical relation law should be incorporated into management of dental clinic. 3. In the 11-stage integrative ladder, the subjects in the same field could perfectly be incorporated as the stages advanced. Each of the subjects was less emphasized, and communication and joint plans among teachers who were respectively in charge of the courses were increasingly considered important. Specifically, there should be a consensus among the teachers in regard to the outline of teaching programs, order of education. objects and objectives of programs and what and how to evaluate.

• Journal of the Korean Association of Oral and Maxillofacial Surgeons
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• v.39 no.6
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• pp.283-288
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• 2013

As an uncommon, malignant salivary gland tumor with female predominance, hyalinizing clear cell carcinoma (HCCC) is regarded as an indolent tumor. The diagnosis of this rare tumor is challenging, and it depends on microscopic and immunohistochemical (IHC) studies. Although it is regarded as an indolent tumor, there are reports of unconventional forms with aggressive clinical courses. We report an atypical case of this rare tumor, HCCC, in a male patient who had a relatively large-sized mass ($3.8{\times}3.0$ cm) on the right mouth floor with ipsilateral neck node metastasis. The clinical, radiological, pathological, and IHC features together with the clinical course are described.

• Journal of Korean society of Dental Hygiene
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• v.10 no.3
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• pp.503-512
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• 2010

Objectives : In this study, in order to provide basic data for more efficient and systematic clinical practice training by recognizing the need of effective and standardized operation of clinical practice accomplished in clinical fields belonging to the curriculum of dental hygiene department, grasping, investigating, and analyzing satisfaction degree of the clinical practice through student's frequency of observation practice and performance practice. Methods : A survey was conducted against 208 students in the 3rd grade of 4 dental hygiene departments located in Jeonbuk province. Results : As results, it was found that for the observation practice frequency according to clinical practice term by universities, the basic clinical practice was higher in A, B, and D university and that the correction and practice was higher in D university. For the performance practice frequency, it was found that basic care practice was higher in B and D university, oral medicine practice, preventive dentistry practice, and periodontal practice were higher in A and C university, pediatric dentistry practice was higher in B and C university, prosthetic dentistry practice was higher in A, B, and C university, and oral surgery practice was higher in B university. It was identified that satisfaction was higher in the basic care practice, the preventive dentistry practice, and the periodontal practice in the range of clinical practice, and the A and C university receiving higher score in the performance practice frequency got higher score in the oral medicine practice, the preventive dentistry practice, and the periodontal practice. Conclusions : As the basic care practice items in the clinical practice area which got relatively higher score in observation practice, performance practice, and satisfaction degree of the dental hygiene trainee are basic and essential works that they will perform the most frequently, it is considered that integrated clinical practice training including the intramural practice course is required.

• Imaging Science in Dentistry
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• v.52 no.3
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• pp.259-266
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• 2022

Purpose: This study aimed to evaluate the clinical usefulness of magnetic resonance (MR) neurography using the 3-dimensional double-echo steady-state with water excitation (3D-DESS-WE) sequence for the preoperative delineation of the facial and lingual nerves. Materials and Methods: Patients underwent MR neurography for a tumor in the parotid gland area or lingual neuropathy from January 2020 to December 2021 were reviewed. Preoperative MR neurography using the 3D-DESS-WE sequence was evaluated. The visibility of the facial nerve and lingual nerve was scored on a 5-point scale, with poor visibility as 1 point and excellent as 5 points. The facial nerve course relative to the tumor was identified as superficial, deep, or encased. This was compared to the actual nerve course identified during surgery. The operative findings in lingual nerve surgery were also described. Results: Ten patients with parotid tumors and 3 patients with lingual neuropathy were included. Among 10 parotid tumor patients, 8 were diagnosed with benign tumors and 2 with malignant tumors. The median facial nerve visibility score was 4.5 points. The distribution of scores was as follows: 5 points in 5 cases, 4 points in 1 case, 3 points in 2 cases, and 2 points in 2 cases. The lingual nerve continuity score in the affected area was lower than in the unaffected area in all 3 patients. The average visibility score of the lingual nerve was 2.67 on the affected side and 4 on the unaffected side. Conclusion: This study confirmed that the preoperative localization of the facial and lingual nerves using MR neurography with the 3D-DESS-WE sequence was feasible and contributed to surgical planning for the parotid area and lingual nerve.

• Restorative Dentistry and Endodontics
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• v.42 no.4
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• pp.324-331
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• 2017

Objectives: This study evaluated smear layer removal by different chemical solutions used with or without ultrasonic activation after post preparation. Materials and Methods: Forty-five extracted uniradicular human mandibular premolars with single canals were treated endodontically. The cervical and middle thirds of the fillings were then removed, and the specimens were divided into 9 groups: G1, saline solution (NaCl); G2, 2.5% sodium hypochlorite (NaOCl); G3, 2% chlorhexidine (CHX); G4, 11.5% polyacrylic acid (PAA); G5, 17% ethylenediaminetetraacetic acid (EDTA). For the groups 6, 7, 8, and 9, the same solutions used in the groups 2, 3, 4, and 5 were used, respectively, but activated with ultrasonic activation. Afterwards, the roots were analyzed by a score considering the images obtained from a scanning electron microscope. Results: EDTA achieved the best performance compared with the other solutions evaluated regardless of the irrigation method (p < 0.05). Conclusions: Ultrasonic activation did not significantly influence smear layer removal.

• Journal of Technologic Dentistry
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• v.25 no.1
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• pp.203-218
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• 2003

The 3 year graduate school course of the dental technician, which has been enforced since 1994 till the present date, differs from the currently existing 2 year graduate course because of an 8 weeks clinical field training course being newly executed and an imposed curriculum about manufacturing specialized prosthetics like all-ceramic, double prosthetic technology, attachment, and implant. Even though nearly 10 years have passed, the education program of the 18 colleges have still not been standardized and the subjects differing a little, while some are still not following the 3 years graduate course. The goal of this research is to emphasize the qualities of the 3 years graduate program and enable the dental technician to handle clinical models in the dental technical clinic right after graduation by adding clinical field training in the dental technician education program of the 18 colleges. Also in accordance to a national and international increase in esthetical prosthetics, credits, weekly study hours, education practice time of specialized prosthetic dental technology can be analyzed as follows. 1. In the year 2003, currently colleges start clinical practice education starting from the 1st semester of the 2nd year junior year, to the 2nd semester of 3rd year the varying in time with adequate class time, and credits. The average credit is 9.56, and weekly average class time is 18.00 hours. later clinical trainee education will be adjusted to the 3 year graduate school course to 10 credits and 20 hours and the adequate education period should be the 2nd semester of 3rd grade when most basic clinical education has been covered. 2. Currently in the year 2003, all-ceramic education has an average credit of 8.01 in 17 colleges with an exception of Ma-san college. The weekly average theoretical education is 4.94 hours, weekly clinical education of 7.88 hours and currently in 14 colleges porcelain technical class usually starts in the 1st semester of the 2nd year. All-ceramic education is thought to have adequate credits, timing, and weekly study hours. 3. Currently in 2003 implant education is enforced in 11 colleges including Bu-san Catholic university and the education period is usually in the 3rd year. Out of the 11 colleges, only Bu-san Catholic univ., Ma-san and Shinheung college have practice training classes. We knew that Shingu, Dongu, Mokpo science colleges have practice training as a curriculum, namely specific prosthetics laboratory. Out of the 9 colleges enforcing implant education the average credits taken are 2.56, and the average hours of weekly theory education is 2.14, but with the exception of Shinheung college which has an implant practice training course theory and practice classes are not divided. Therefore implant education is thought to start in the 3rd year as a 3 credit course with 3 hours of theory and practice each. 4. Currently in 2003, theoretical attachment education is given in 15 colleges and including practical training it is given in 10 colleges. The education starts 1st semester of the 2nd year till the 2nd semester of the 3rd year. The average credit of attachment theory education in the 15 colleges was 3.64, the average weekly theoretical education was 2.64, and the average weekly practice training out of the schools teaching it was 3.20. Later attachment education is thought to start the 1st semester of the 3rd year as a 3 credit course with 2 hours of theory class and 3 hours of practice training. 5. Double prosthetic technology is currently carried out in Dae-jon Health Science college(2nd year 2nd semester, 2 credits, theory 2hours), Gimcheon college (1 credit, 2 hours of practical training), Bu-san Catholic university (4th year 2nd semester, 4 hours of theory. practice). When the 3 year course is enforced, education will start 1st semester of the 3rd year with 2hours of theory and practice each. 6. The newly installed programs of the 3 year education is clinical field training, and specialized prosthetic manufacturing practice like all-ceramic, double prosthetic technology, attachment, and implant. If such education is to be effectively managed, a primary precursor as systemic basic clinical education is thought to be important. 7. Nationally in the 18 colleges of dental technology the currently executed curriculum course had varying subjects, class time according to the subject, and credits by each college. The curriculum difference between the colleges must be settled.