dental studies practical thesis topics

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Dental studies practical thesis topics

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Master of Science M. Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research: Literature Review and Hypothesis Generation. Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research: Literature Review and Protocol Development. Dentistry: Independent work under the direction of a supervisor on a research problem in the student's designated area of research.

Dentistry: An introduction of epidemiological concepts, data analysis, and methods applicable to primary care research. Dentistry: Research topics and methodology, including critical thinking and evaluating evidence, scientific responsibilities, academic integrity, scientific writing, and publishing basics. Dentistry: Biological and synthetic biomaterials, medical devices, and the issues related to their bioperformance.

The physicochemical characteristics of biomaterials in relation to their biocompatibility and sterilization. Dentistry: Intermediate epidemiological concepts, data analysis, and methods applicable to primary care research. Dentistry: Conducting craniofacial research projects using animal models, including molecular genetics as well as methodologies commonly used in a laboratory performing craniofacial research, generating and analyzing animal models, and performing comparative studies of multiple craniofacial anomalies in humans and animal models.

Dentistry: Presentation of the neurobiology of pain and analgesia, clinical pain conditions, basic and applied research methods in the study of pain, and the theory and practice of pain management. The course is designed for graduate students interested in pain mechanisms and clinical residents interested in pain management. Dentistry: Practical training in written and oral communication skills for biomedical sciences and oral health research.

Dentistry: Introduction to leadership theory, models and practice, as well as the development of project and time management skills, resource allocation, team and consensus building. Dentistry: Exploration of how to write a mixed methods research protocol or manuscript and some more advanced mixed methods data analysis applications. Dentistry: Advanced epidemiological concepts, data analysis and methods applicable to primary care research.

Dentistry: Theory and principles of public health, as applied to the concepts and determinants of oral health and disease, oral disease prevention and health promotion, dental care delivery systems and professional issues related to dental care delivery. Dentistry: Exploration on the experience of illness and suffering, the social determinants of health, illness, access to care and broader contexts related to oral [and other] health.

Critical reflection and challenge of assumptions in relation to the main themes. Topics include generalized linear models, multiple linear and logistic regression, introductory survival analysis, model selection. Maximum likelihood and Bayesean approaches will be presented. Experimental Medicine: Different molecular methods used in biomedical research, including chromatography, purification and analysis of proteins and nucleic acids, various techniques in molecular biology, transgenic technology, and stem cells.

Lectures, some demonstrations, and short seminars given by the students. Other complementary or level courses may be taken with the approval of the supervisor or the research director and GPS. Moodle and online learning in Pakistani Medical Universities: an opportunity worth exploring in higher education and research.

J Pak Med Assoc. Generally, students were found to have positive impressions despite technical problems and related stresses. While these platforms are advantageous because they are already structured and universal, they require improvements, constant maintenance, and a quality internet connection.

An interesting study, 19 Haley CM, Brown B. Adapting problem-based learning curricula to a virtual environment. Virtual facilitation required vigilance from facilitators and, sometimes, intervention. Students had a satisfactory assimilation and memorization. Assessments made by virtual platforms were not altered significantly, and facilitators easily acclimated to this new learning method.

Although using physical means in face-to-face education is a more effective communication modality for clinical case-based discussions; remote, internet-based discussions on virtual platforms enable a more relaxed discussion ambience. However, their effectiveness depends upon a robust and ergonomic interface, involving some prior training. At this point, the discussion on new contents and educational approaches could be unified, as for online courses for basic infection control on smart phone applications, which keep students updated with the latest information about infectious diseases and prevention.

In remote activities, the privacy of user data is crucial. Tools using end-to-end encrypted systems, of which only the users can read the message, are recommended. These systems ensure secure information, without interference from external manufacturers and servers. Dentomaxillofac Radiol. It could be useful in teaching the theoretical aspects of medical emergencies in dental practice.

Although these social media platforms are universal, the students may be distracted by low quality content. Recently we have demonstrated that the available content on oral cancer on this social media is of poor quality, considering various types of available media. There is also no quality filter, and all types of content can be accessed. Other questions dwell on policies and legal issues, which academic dental institutions need to consider as they develop effective social media policies, including compliance perspectives and providing the needed resources.

For this event, we gathered over a hundred professors, practitioners, and students from different Brazilian regions, to discuss topics on oral cancer and oncologic treatment side effects. Conversely, apps for mobile devices can be developed and remotely used, enabling interaction, including between teachers and students, as well as for content to be shared.

These apps would enable interactions through conventional social media, and provide highly reliable content. Recently, we highlighted the possibility for health professionals and patients to interact through apps or social media amid the pandemic, which could also be applied to professor-student interactions. Together, these devices are being used to teach theoretical content.

However, another concern is the interruption of education on laboratorial, preclinical, and clinical activities. How can students receive their theoretical-practical training without teaching preclinical or clinical activities face to face? For example, some dental schools in Europe are planning to modify their assessment schedule or extend program dates, particularly regarding clinical hours, rather than reducing the clinical graduation requirements.

While waiting for our dental schools to reopen, we should rethink and remodel our infrastructure offer, and manage occupational hazards, focusing on the safety of our students, staff, and patients. As this situation could last, we should find alternatives to keep training our students until dental practice can resume.

For preclinical e-learning activities, online simulation with dental training manikins is extremely difficult. Although different clinical dental care simulators have been developed and yielded satisfying results, 21 Lackey MA. Int J Comput Dent. Buchanan JA. Experience with virtual reality-based technology in teaching restorative dental procedures. Conversely, other virtual models could be used more widely. For instance, positive experiences have been reported with virtual slides using whole-slide image for oral pathology education, with superior results than with the traditional approach conventional microscopy.

Several commercially available systems scan the glass slide, producing a high-resolution digital slide whole-slide imaging , which enables the analysis and study of the slide in specific programs, according to the digitization system. Critical comparison of 31 commercially available digital slide systems in pathology. Int J Surg Pathol. Usually, the software used in analysis is freely accessible.

Thus, the files can be accessed by teachers and students, including being shared on learning platforms during live performances. Despite the automatic digital slide scanner being expensive, many Brazilian dental schools have the equipment and use whole-slide imaging during oral pathology education. Case-based discussions are an important learning strategy, applied in several dental specialties and courses.

Recently, a web-based VP training study on herpes simplex infection and recurrent aphthous stomatitis found an improved learning in dental students. Effectiveness of virtual patients in teaching clinical decision-making skills to dental students. The learning platforms can also offer the possibility of case-based discussions. End-to-end encrypted systems are indispensable. For prosthodontics, an app could effectively improve clinical reasoning skills for planning prosthodontic rehabilitation.

Mobile learning app: a novel method to teach clinical decision making in prosthodontics. However, we have, at this point, very few options available for our students. We strongly suggest these new options and the joint development of apps with computational teams focusing on complex scenarios such as theoretical, preclinical and clinical practices.

Nevertheless, regarding teaching activities in dental school clinics, no e-learning strategies can replace experience with patients. In addition, in Brazil, mandatory curricular internships in the public service are also suspended. For students, concern about the delay in completing graduation is an additional issue, especially for final-year students.

This context can cause anxiety, poor sleep or short sleep durations, predisposing people to depression and post-traumatic stress disorders. J Affect Disord. Mental health disorders negatively impact learning and academic achievement. Impact of Sars-Cov-2 and its reverberation in global higher education and mental health. Psychiatry Res. Thus, the monitoring of staff members and students by the direction of college is important. Even in a period of uncertainty, holding regular meetings, especially with students, can reassure them and help decrease anxiety.

Although there are no official data on teaching activities in dental schools in Brazil during the COVID pandemic, the sudden interruption of activities has led many dental schools to craft an emergency e-learning plan. Particularly in Brazil, most dental professors are untrained to perform remote learning. In addition to the need for adequate training, the sudden inception of e-learning can further increase anxiety.

It should also be considered that the sudden start of e-learning can be a stressor for students, considering that not everyone will adequately adapt to this teaching modality. The dental school administration must plan strategies to keep staff and students motivated. There are also low-income students in private dental schools, albeit in smaller proportions.

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The Oral Health Topics section on alsa.collegegradesbooster.com is intended to provide dentists with clinically relevant, evidence-based science behind the issues that may affect. Dentistry is a group designed for everyone interested in dental research. single-post//3/6/Six-practical-ways-to-make-your-research-more-influential. The COVID pandemic highlights a need for further research in this area, to educate our students more comprehensively. Our educational councils should be.