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Biomedical subjects

G S Weintraub

Publications and source records attributed to G S Weintraub.

At least 19 recordsLinked to original sources
PubMed2001

The dental student as a technician: preclinical and clinical laboratory programs in fixed prosthodontics.

PURPOSE: A 2-part survey of United States dental schools was conducted. The first part of the survey was published in 1998 and determined the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. The purpose of the second part of the survey was to ascertain the delegation of laboratory procedures in preclinical and clinical fixed prosthodontic programs. MATERIALS AND METHODS: The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 US dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. RESULTS: Results from this survey show that certain laboratory procedures in preclinical and clinical fixed prosthodontics are completed by dental laboratories (either in-house or commercially available laboratories). CONCLUSIONS: For the preclinical programs of fixed prosthodontics, there is more student involvement in the completion of laboratory procedures in the dental schools surveyed. In clinical fixed prosthodontic programs, there is a high emphasis on patient care and less on laboratory techniques that can be delegated to laboratory technicians.

Crowns↗
PubMed1998

Predoctoral fixed prosthodontics curriculum survey.

PURPOSE: In 1996, a survey of American dental schools was conducted. The purpose of the survey was to determine the curricular structure, techniques taught, and materials used in predoctoral fixed prosthodontics courses. MATERIALS AND METHODS: The survey was mailed to the course directors of predoctoral fixed prosthodontic programs at 53 American dental schools. Of these, 42 schools returned the completed survey, resulting in a response rate of 79%. The mean, median, and the range of responses were computed where applicable. RESULTS: The results from this survey show that the mean student-to-faculty ratio in the preclinical course was 11:1, with a median of 10:1 and a range of 5:1 to 25:1. The mean number of laboratory clock hours was 164, with a median of 148 and a range of 81 to 288. The mean number of lecture hours reported was 42, with a median of 35 and a range of 20 to 80. Fifty-five percent of the schools used the Hanau semiadjustable articulator. The most commonly used provisional technique was the thermoplastic custom external surface form (44%). The finish line of choice for the full metal restoration was the chamfer placed circumferentially (74%). The finish line of choice for the porcelain-fused-to-metal restoration was the shoulder placed facially and the chamfer placed lingually (38%). CONCLUSIONS: Predoctoral fixed prosthodontics education and technical experience varies from school to school, yet a large percentage of schools agree on certain topics.

Curriculum↗
PubMed1997

The dental student as technician: an 18-year follow-up of preclinical laboratory programs.

In 1977, a survey of American and Canadian dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring dental students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular dental care. In addition, approximately 20% fewer curriculum hours have been spent in dental schools in removable prosthodontic instruction; a declining number of graduating dental students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a deemphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which dental schools instruct students about removable prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the proportion of schools with removable prosthodontic preclinical programs, especially those in removable partial dentures, increased, as did the relative amount of material presented to students in these programs. This was accomplished primarily through the enhancement of laboratory technician support, both in-house and commercial, of student preclinical removable prosthodontic laboratory procedures. The conflict between these outcomes and the call by the dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching students about the technical details involved in removable prosthesis fabrication is recognized and explored.

Curriculum↗
PubMed1997

The dental student as technician: an 18-year follow-up of clinical laboratory programs.

In 1977, a survey of American and Canadian dental schools was conducted by Weintraub to determine the delegation of laboratory procedures in preclinical and clinical complete and removable partial denture programs. This was performed in light of challenges raised to the value of requiring dental students, rather than laboratory technicians, to perform the various laboratory procedures involved in the fabrication of complete and removable partial dentures. Since 1977, the rate of edentulism has declined in the United States, and fewer edentulous patients have sought regular dental care. In addition, approximately 20% fewer curriculum hours have been spent in dental schools in removable prosthodontic instruction; a declining number of graduating dental students have felt comfortable with their level of knowledge of removable prosthodontics, especially complete dentures, and have performed fewer removable prosthodontic procedures in practice because of a perceived lack of treatment cost-effectiveness. The present study, an 18-year follow-up to the 1977 survey, was designed to determine if such trends toward a de-emphasis on removable prosthodontic treatment have affected the mechanisms of instruction in and the extent to which dental schools instruct students about removable-prosthodontics laboratory procedures. The 1995 survey was mailed to 53 American dental schools. Forty-six schools returned the completed survey, for a response rate of 87%. Results showed that the relative amount of material presented to students in clinical removable prosthodontics programs increased, primarily through the enhancement of laboratory technician support, both in-house and commercial, of student clinical removable prosthodontic laboratory procedures. The increase was greater than in preclinical removable prosthodontic programs, which were described in a companion article. The conflict between these outcomes and the call by the dental community, as well as that of the 1995 Institute of Medicine Study, for a reduced emphasis on teaching students about the technical details involved in removable prosthesis fabrication is recognized and explored.

Canada↗
PubMed1995

The status of undergraduate implant education in dental schools outside the United States.

Over the past 20 years the incorporation of implant dentistry into academia has been documented in some detail for North American dental schools but has not been pursued on an international level. In June of 1993, we surveyed 51 dental schools outside of the United States affiliated with the University of Pennsylvania School of Dental Medicine's Office of International Relations concerning their teaching involvement with implant dentistry. Results from the 44 (86 percent) responding schools suggest that implant dentistry is being incorporated into predoctoral curriculums. Industrialized countries were more inclined to provide implant education. Insufficient time and the thought that the predoctoral level was not the place for implant dentistry were cited as some of the reasons for not incorporating implant dentistry into the curriculum. Oral surgery, prosthodontics, and periodontics departments developed and administered the implant curriculum. Formats varied among schools with respect to allotted time, curricular placement, laboratory experience, and clinical participation. Didactic material most frequently presented included a historical overview, diagnosis and treatment planning, classification of dental implants, and surgical and prosthetic concepts. Clinical involvement varied from actual implant placement to observation of prosthodontic procedures. Results were categorized based on the TOEFL (Test of English as a Foreign Language) classification of countries in six regions.

Africa↗
PubMed1995

Predoctoral implant dentistry programs in US dental schools.

Surveys of US dental schools over the last 20 years have reported a continual increase in the number and types of predoctoral and postdoctoral implant dentistry programs being taught. The purpose of the following article is to report on the results of a survey intended to update the status of predoctorl programs with respect to their curricular placement, departmental jurisdictions, and course contents. In June 1993, 54 US dental schools received the implant dentistry curriculum survey, and 50 of the schools (93%) returned responses. Results indicate that the trend toward implementation of more predoctoral implant dentistry programs has been sustained, with 86% of schools reporting the existence of implant curricula. This compares with 33% and 73% of US schools having such programs in 1974 and 1989, respectively. The major reasons that schools gave for not having implant dentistry courses for predoctoral students are a lack of curriculum time and scarce financial resources. The dental disciplines most frequently guiding such programs are oral surgery and periodontics. Schools offer varying degrees of lectures, laboratories, and clinical experiences in predoctoral implant dentistry, with the number of curriculum hours peaking in years three and four. General curricular topics most commonly include a historical overview of implant dentistry, diagnosis and treatment planning, classifications and types of dental implants, and surgical and prosthodontic procedures. Seventeen percent of schools require some form of undergraduate clinical implant dentistry exposure for all of their students.

Curriculum↗
PubMed1989

Provisional removable partial and complete prostheses.

The incorporation of the use of provisional removable complete and partial prostheses is an extremely valuable diagnostic and therapeutic modality in the comprehensive rehabilitation of the partially and fully edentulous patient. There is no question that the use of this restoration addresses many of the chief complaints of patients in a timely fashion and, in so doing, builds a high degree of confidence in the dentist by the patient. The evaluation of the provisional restorations and their subsequent refinement results in a higher quality, more predictable definitive restoration. Experience has demonstrated that postinsertion problems are reduced with the definitive prosthesis following successful therapy with the provisional restoration. The provisional prosthesis is also valuable as a "spare" denture after insertion of the definitive prosthesis. The role of the provisional removable prosthesis is readily understood and accepted by most patients, and the appropriate use of these restorations in prosthetic dentistry is an indication of a high-quality, highly individualized, and service-oriented dental practice.

Denture Design↗
PubMed1987

Hybrid prosthetic appliances.

Many partially edentulous situations occur that do not lend themselves to restoration with conventional combination fixed and removable partial dentures. Geriatric patients, as well as patients with congenital and acquired defects, frequently can be best treated with "hybrid prostheses." This article presents an overview of several designs of "hybrid prostheses" and their mechanisms of retention to the abutment teeth.

Adolescent↗
PubMed1978

Prosthodontic therapy for cleidocranial dysostosis: report of case.

Objectives of treatment of the oral manifestations of cleidocranial dysostosis should include restoring the vertical dimension of occlusion, building out the maxilla, establishing of functional occlusion, improving appearance and phonation, and improving the patient's mental well-being.

Adolescent↗
PubMed1977

Mandibular staple bone plate implant and prosthesis. Report of a case.

A case treated by the mandibular staple implant fastener system and prosthesis is presented. The phases of therapy, involving preprosthetic surgical preparation, construction of conventional dentures, implantation of the orthopedic appliance, preparation of an interim postsurgical prosthesis, and construction of the definitive prosthesis, are described and illustrated.

Atrophy↗