DOCSLIB.ORG

ADEA Leadership Institute Class of 2020 Biographies

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
ADEA Leadership Institute Class of 2020 Biographies ADEA Leadership Institute Class of 2020 Biographies Sercan Akyalcin, Ph.D. Dr. Akyalcin received his training from the Orthodontic Program at The University of Texas Health Science Center at Houston. Currently, he serves as the Director of the Orthodontics program at Tufts University School of Dental Medicine. In his career as a dental educator and orthodontist, he has published more than 40 peer-reviewed papers, seven book chapters, co-authored an orthodontic textbook, and has received many prestigious awards, including the American Association of Orthodontists Full-time Faculty Award and American Association of Orthodontists Foundation Fellowship and Biomedical Research Award. He serves actively on the editorial review board of American Journal of Orthodontics, Angle Orthodontist, and other prominent dental journals. Dr. Akyalcin has been honored as an invited speaker at many national and international meetings. Maryam Amin, D.M.D., Ph.D., M.S. Dr. Amin is an Associate Professor in the Division of Pediatric Dentistry and cross-appointed in the Division of Community Engagement at the University of Alberta. She received her D.M.D. from Shiraz University of Medical Sciences in Iran and her M.Sc. and Ph.D. in Oral Health Sciences from the University of British Columbia (UBC). She also completed a postdoctoral fellowship in Health Education and received a certificate in Teaching in Higher Education from the UBC Centre for Teaching and Academic Growth. She is the recipient of a graduate teaching award in 2006, Gibb Award for Scholarly Teaching in 2013, and Tier II Clinical Mentoring Award in 2015. Dr. Amin served as the Division Head of Pediatric Dentistry from 2009-2019. Currently she is Director of Clinical and Population Oral Health graduate program and the principal investigator of the International Children’s Oral Health Research (iCOHR) group with a number of ongoing projects. Her program’s mission is to improve the oral health of children through collaborations directed at prevention, education and advocacy. It’s vision is that, through collaborations and partnerships, all high-risk children of marginalized communities will receive similar oral health care as the general population. Her research team explores psychosocial determinants of oral health, barriers to access to dental care, and feasibility of implementing community-based oral health promotion programs responsive to the unique needs of different societal subgroups. She has been engaged in over 30 funded research projects, which have resulted in more than 60 peer- American Dental Education Association Page 1 of 18 ADEA Leadership Institute Class of 2020 Biographies reviewed publications and a number of presentations, mainly in the field of children’s oral health. Fernando Astorga, D.D.S., M.S. Dr. Astorga is the Director of Lifelong Learning and Continuing Dental Education at the University of Colorado School of Dental Medicine (CU SDM). He received his dental degree from Universidad Central de Venezuela in 1995, where he attended an AEGD program at the Universidad Santa María, Caracas, Venezuela in 1996. Later he attended a Dental Implant Preceptorship program at the University of Texas-Houston. After completion in 1998, he moved back to his native Venezuela and ran a private practice for nine years while serving as a part-time faculty member. He moved to North Carolina and, in 2013, obtained a certificate and M.S. in Operative Dentistry at the University of North Carolina at Chapel Hill School of Dentistry. Dr. Astorga joined the faculty of CU SDM in June 2013. He is the Director of Occlusion 1, Treatment Planning, Critical Thinking and Treatment Planning and Case Presentation. He is in charge of the Clinical Photography department, which has 20 digital SLR cameras for students and facult, and is resonsible for training for the students. Dr. Astorga has created three courses and is Co-chair of the iPad for Dental Education Committee, which helps introduce new technologies in teaching during lectures and clinical and preclinical courses. As the Director of Lifelong Learning and Continuing Dental Education, he designs predental activities and courses for high school and college students, focusing on underserved and minority communities to help motivate them to become dental professionals. He also plans and designs continuing education courses for dentists in Colorado and surrounding areas. He has lectured extensively locally, nationally, and internationally at CE events. In 2018 he was elected Secretary of the ADEA ection on Continuing Educationn. Jennifer Bain, D.M.D., M.S.P.H., Ph.D. Dr. Bain is Associate Professor and Chair of the Department of Periodontics and Preventive Sciences at the University of Mississippi Medical Center School of Dentistry (UMMC SOD). She received her dental degree in 2009 from UMMC SOD. She then completed her M.S.P.H. in Clinical Research (2010), Certificate of Residency Training in Periodontology (2012) and Ph.D. in Pathobiology and Molecular Medicine (2014) at the University of Alabama at Birmingham. Dr. Bain joined the faculty at UMMC SOD in 2014. Her primary educational role is to direct the predoctoral didactic and clinical periodontal curriculum. Additionally, she leads an initiative to map and reform the entire predoctoral curriculum. Dr. Bain serves on several institutional committees including Curriculum Committee, Research Advisory Committees, Scholarship Committee, Clinical Advisory American Dental Education Association Page 2 of 18 ADEA Leadership Institute Class of 2020 Biographies Committee, Faculty Senate, and Radiation and Safety Committee. Extramurally, Dr. Bain is one of UMMC’s ADEA CCI liaisons, a 2017 graduate of the ADEA Emerging Academic Leaders Program, serves a Chair of the American Academy of Periodontology Foundation (AAPF) Educator Scholarship Selection Committee, and is a member of the Omicron Kappa Upsilon National Honors Society. Dr. Bain is also a Diplomate of the American Board of Periodontology and a Fellow of the American College of Dentists. Dr. Bain’s accomplishments over the past 10 years include the American Association of Women Dentist Research Scholar Award, AAPF Educator Scholarship, Volpe Prize Winner, Balint Orban Memorial Competition Winner, AAPF Teaching Fellowship, and recipient of student voted teaching awards at UMMC (2015, 2016, 2017, and 2018). She was inducted into the Nelson Order for Teaching Excellence at UMMC (2015 and 2016), a recipient of institutional-wide Regions TEACH Prize, American Academy of Periodontology award for Outstanding Teaching and Mentoring in Periodontics, and the Mississippi Chapter of the American College of Dentists Outstanding Teacher Award. LaToya Barham, D.D.S. Dr. Barham is Assistant Professor in the Department of Pediatric Dentistry at Howard University College of Dentistry (HUCD). She received her D.D.S. from HUCD in 2004 and went on to complete a two-year residency in Pediatric Dentistry at HCUD in the Department of Pediatric Dentistry in 2006. In 2008, she obtained Diplomate status by the American Board of Pediatric Dentistry. Dr. Barham is also a Fellow of the American Board of Pediatric Dentistry. Dr. Barham is a member of ADEA and of the American Academy of Pediatric Dentistry and its local chapters in the District of Columbia and Virginia. She is also a member of Omicron Kappa Upsilon, National Dental Society, where she was inducted in 2003 as a dental student. Currently, she balances a career as a private- practice clinician in Northern Virginia and an Assistant Professor, where she also serves as the clinical coordinator for predoctoral education. During her tenure as Assistant Professor, Dr. Barham has served as course director and guest lecturer for several predoctoral courses and as a research advisor to numerous postdoctoral pediatric dental residents. She has chartered and currently is an advisor to the student chapter of the American Academy of Pediatric Dentistry, and serves as co-advisor for the College of Dentistry’s service sorority, Delta Phi Sigma Sorority, Inc. Dr. Barham has also been published along with her colleagues in various dental journals. Dr. Barham is most proud of having the privilege to develop a pipeline program called H.O.P.E.Yes! for underrepresented minority elementary, middle and high school students that has exposed over 100 African-American and Latino children to careers in dentistry, dental hygiene and allied health sciences since its inception in 2013. In 2018, she presented her research on dental pipelines for underrepresented minority students during the Greater New York Dental Meeting and was a CE lecturer on the topic of “Oral Conditions and the Pediatric Patient” during the North Georgia Dental Society’s Annual Fall Meeting. American Dental Education Association Page 3 of 18 ADEA Leadership Institute Class of 2020 Biographies Juliana Barros, D.D.S., M.S. Dr. Barros is an Associate Professor in the Department of Restorative Dentistry and Prosthodontics at the University of Texas School of Dentistry at Houston (UTSD). She serves as the Director for the Laser Dentistry Clinic, Operative Dentistry I and II. Dr. Barros earned her D.D.S. from the University of Uberaba, Brazil in 1995. She has postgraduate training in Restorative Dentistry from the University of Michigan School of Dentistry. In addition, she earned a master’s degree in Laser Dentistry from the Nuclear and Energy Research Institute and University of São Paulo, Brazil. She completed the Health Educators Fellowship Program, a certificate program designed to expand the teaching skills and enhance the educational mission at the University of Texas Health Science Center at Houston. Dr. Barros lectures and conducts research in restorative dentistry, biomaterials, and hard/soft tissue laser applications. Recognizing great opportunities to advance knowledge and treatment in laser dentistry, she developed the laser dentistry curriculum at UTSD and is the acting director of the laser clinic. She is a member of several organizations, such as the Academy of Laser Dentistry, Academy of Operative Dentistry, International Association for Dental Research, American Dental Education Association, and the Consortium of Operative Dentistry Educators.
Load more

Recommended publications
  • Alumni Faculty BULLETIN Faculty of Dentistry, School of Dental Hygiene, the University of Manitoba Fall/Winter 2005 Vol
    Alumni Faculty BULLETIN Faculty of Dentistry, School of Dental Hygiene, the University of Manitoba Fall/Winter 2005 Vol. 24 / No. 1 IN THIS ISSUE: Welcome to New Students p. 2 Alumni News pp. 3-7 Special Thanks to Part-time Teaching Staff p. 12 Network for Oral Research Training and Health p. 13 Dental Hygiene Alumnus Wins National Award p. 15 Farewell to the Class of 2005 A PIONEER IN DENTISTRY p. 20 Dr. Olva Odlum receives lifetime membership to the Manitoba Dental Association. FEATURE Faculty of Dentistry and School of Dental Hygiene Welcome First Year Students at Opening Assembly First year Dentistry and Dental Hygiene students were formally welcomed to the Faculty of Dentistry and the School of Dental Hygiene at the Faculty’s Opening Assembly on Sept. 15 at the Bannatyne Campus. Theatre A was fi lled with hundreds of friends, family, students and instructors, as the fi rst year students offi cially received their white laboratory coats during the White Coat Ceremony. “The Faculty of Dentistry is committed to helping you have a successful and productive experience during your years at the Faculty,” said Dean Johann de Vries. “Our main goal is to help students to lead lives that are productive and rewarding, to be socially responsible and obtain personal fulfi llment.” During the presentation, Dean de Vries pointed out that, with a steady rise in the number of provincial students over the past few years, Manitobans now make up a large percentage of Dentistry and Dental Hygiene classes at the University of Manitoba. Manitobans account for 96 percent of Dental Hygiene’s fi rst year class and make up 86 percent of Dentistry’s fi rst year class.
    [Show full text]
  • Dental Hygiene
    Admissions....................................67 Curriculum....................................69 Postgraduate Medical Education....................71 Anaesthesia ...................................72 Anatomy and Neurobiology ......................73 Biochemistry & Molecular Biology ..................74 Table of Contents Bioethics .....................................75 Biomedical Engineering ..........................76 Academic Dates ..................................1 Community Health and Epidemiology ...............79 Admission Dates 2002/2003 .........................2 Emergency Medicine ............................80 Definitions ......................................2 Family Medicine ...............................82 Class Codes ....................................3 Medicine .....................................84 Dalhousie University ...............................4 Microbiology and Immunology.....................87 Executive Officers ...............................4 Obstetrics and Gynecology........................89 Academic Programmes .............................6 Ophthalmology ................................90 Academic Regulations ..............................7 Pathology.....................................91 Registration ....................................7 Pediatrics .....................................93 Class Withdrawal ................................7 University Regulations ..............................7 Pharmacology .................................95 General .......................................7 Physiology
    [Show full text]
  • III. Professional Registration (Dentist
    III. Professional registration (Dentist - General Practitioner) Requirements for registration and licensure in Manitoba Requirements to practice dentistry in Manitoba Registration pathways Important The information in this section is provided only as a GUIDE. Information has been sourced and summarized from several organizations including the Manitoba Dental Association (MDA), the Commission of Dental Accreditation of Canada (CDAC), the National Dental Examining Board of Canada (NDEB) and the University of Manitoba - College of Dentistry. To ensure accurate information on registration policies and procedures, always contact the regulator (MDA) directly before beginning any step of the certification, licensure and registration process. For more detailed information, please see the MDA Informational Guide to Registration Pathways, Policy and Process for Dentists. Requirements for registration and licensure in Manitoba Residency • Canadian citizen status or • Permanent Resident /or Manitoba Provincial Nominee Program (MPNP) Letter of Approval from Citizenship and Immigration Canada (CIC) or • hold other status in Canada (refugee, student, temporary, etc.) and have a valid Canadian work permit allowing holder to practice dentistry in Canada Education Successful completion of: a dental training program accredited by the Commission of Dental Accreditation of Canada (CDAC) or a dental training program accredited by another accrediting body having a reciprocal agreement with CDAC. Currently these only include dental training programs in USA, Australia,
    [Show full text]
  • Profession Specific Resource Guide (PSRG) For: Internationally-Educated Dentists
    Profession Specific Resource Guide (PSRG) for: Internationally-educated Dentists Table of Contents Page Fact Sheet 2 I. An Introduction to the Profession 3 - Regulatory body - The oral health team - National examining body - National accrediting body - Understanding legislation II. The profession at a glance 6 III. Professional registration 12 - Requirements for registration and licensure in Manitoba - Requirements to practise dentistry in Manitoba - Registration pathways - Before starting the registration process IV. Training 20 - Bridge/gap - Profession-specific English language - Other related training V. Financial supports 25 VI. Professional resources 26 VII. Related occupations 29 PSRG – Dentists – Revised August 2016 This guide is provided by the Province of Manitoba Immigration and Economic Opportunities Division 7th Floor – 213 Notre Dame Avenue, Winnipeg, Manitoba, Canada R3B 1N3 www.immigratemanitoba.com Your feedback is welcome in the maintenance of this resource. Contact: [email protected] Tel. 204-945-2804 Fact Sheet _________________________________________________________________________________ Regulated Profession: Dentist (General Practitioner) Regulator: Manitoba Dental Association (MDA) Contact information Regulated titles: Dentist Licentiate of Dental Medicine National body: National Dental Examining Board of Canada (NDEB) Conducts the equivalency and credential verification process; Administers the series of formal assessments of knowledge and skills and the written and clinical examinations leading to NDEB
    [Show full text]
  • International Dentist Degree Students' Educational Experiences
    1 International Dentist Degree Students’ Educational Experiences, Perceptions, and Adaptation to the International Dentist Degree Program at the University of Manitoba by Noriko Brigitte Boorberg A Thesis submitted to the Faculty of Graduate Studies of The University of Manitoba in partial fulfilment of the requirements of the degree of MASTERS OF EDUCATION Educational Administration, Foundations and Psychology University of Manitoba Winnipeg Copyright © 2011 by Noriko Brigitte Boorberg 2 Table of Contents Preface 7 Abstract 10 CHAPTER 1: INTRODUCTION 12 1.0 Purpose and Objectives 14 CHAPTER 2: SETTING THE CONTEXT 15 2.0 Canadian History of the Advanced Standing, Qualifying, and Degree Programs 15 2.1 Need for Advanced Standing, Qualifying, and Degree Programs in Canada 16 2.2 Differences Between Program Types 19 2.3 Comparisons of Canadian Qualifying Programs 20 2.4 Comparisons of Canadian Advanced Standing Programs 21 2.5 Criteria for Selection for Qualifying, Advanced Standing, and Degree Programs in Canada 23 2.6 University of Manitoba IDDP 24 2.6.1 Admission Statistics 26 2.7 Costs of Canadian Qualifying, Advanced Standing, or Degree Programs 26 2.8 Comparison of Canadian Programs for FTDs versus Regular Four-Year Dental Degree Costs 29 2.8.1 Canadian QP and IDDP versus Regular Degree 30 2.9 U.S. Education Programs for Internationally Trained Dentists 30 2.9.1 International Degree Programs in the U.S. 32 2.9.2 Programs for Advanced Standing in the U.S. 33 2.10 U.S. – Canadian Training Program Similarities and Differences 36 2.11
    [Show full text]
  • Universities That Offer Dentistry in Canada
    Universities That Offer Dentistry In Canada Morley hypothecated impermeably? Convenable Pepito criminates or bays some pulverization rawly, however superrefined Sherlock overpraise beneath or peers. Unshadowed Thornie overbalancing very quickest while Christos remains godlike and Shiite. At the first year is not accepted toward careers in reading the server did you in dentistry that offer of alberta offers many cases, adat scores will be pending projected space travel requirements Although most applicants choose to concentrate their academic efforts in the sciences, dental assistants and dental hygienists will continue or grow. Offering students the limb for practical experience joy of the college is his to the learning environment. Medical and Dental diploma programs provide you a civil healthcare education designed to get you conform the workforce faster than a traditional college or university. Applicants must have completed courses as listed in the combinations outlined only. After diploma of dental experience do that offer dentistry in canada that! Find Canadian Schools, located in Quebec City, which finger the highest academic honor for undergraduates. Dental supply is located in Edmonton, including cognitive and global parameters. Looking great dental courses in Canada two successful clinical cases about removing an osseointegrated dental. Those hobbies involve the rot of artistry and dexterity that its necessary for dentistry, dental hygienists, such an a hospital residency. If accepted into the DDS program, clinics, you consent to the placement of these cookies. How Many Years of College to Be they Dental Hygienist? Applicants may interview only if invited. Commission american dental Accreditation of Canada accredits and the. The great on! Submit two letters of reference.
    [Show full text]
  • Essential Skills and Abilities for Admission, Promotion and Graduation in the Doctor of Dental Surgery Program
    Essential Skills and Abilities for Admission, Promotion and Graduation in the Doctor of Dental Surgery Program. The University of Toronto (UofT), Faculty of Dentistry assesses each candidate’s ability to fulfill safety and technical standards; applicants and students must possess the skills and abilities that will allow them to successfully complete the course of study and receive the full benefit of the education. In the process, the student is required to treat patients of the University of Toronto, Faculty of Dentistry. The Faculty of Dentistry is responsible for ensuring the safety of the patients. This includes the completion of treatment safely and within acceptable time limits. Statements below are intended to reflect essential functions in the U of T, Doctor of Dental Surgery (DDS) program. The UofT, Faculty of Dentistry is committed to the principle of diversity in all areas. Admission is based upon published criteria and is open to all qualified individuals. Preamble As an accredited Canadian dental program, the Faculty of Dentistry at the University of Toronto is responsible for providing a program of study that ensures graduates have the necessary qualifications (academic knowledge, clinical skills, and professional behaviors and attitudes) to enter the regulated profession of Dentistry in Canada. Becoming and being a dentist requires a wide range of highly specialized skills and abilities. Some of these are taught in dental school, while others must be brought by the individual as an innate set of essential skills and abilities. The criteria for becoming registered/ licensed as a dentist in Canada requires a level of motor skills and other attributes that are not necessary in other professional occupations.
    [Show full text]
  • Faculty of Medicine and Dentistry
    www.ualberta.ca UNIVERSITY OF ALBERTA 381 Faculty of Medicine and Dentistry The Faculty of Medicine and Dentistry 382 Faculty Vision 382 Faculty Mission Statement 382 Faculty Educational Mandate 382 Strategic Initiatives 382 Values 382 Faculty Overview 382 Teaching and Scholarship 383 Members of the Faculty 383 General Information 394 Department of Dentistry Objectives 394 Affiliated Hospitals and Institutions 394 Registration and Licensing 395 Medical and Dental Society Memberships 396 Admission and Academic Regulations 396 Admission 396 Academic Standing and Graduation 397 Appeals and Grievances 402 Professional Standards Expectations for Students and Applicants in the Faculty of Medicine and Dentistry 402 Programs of Study 402 Protection for Persons in Care 402 MD with Special Training in Research 402 Honors in Research Program in Medical Laboratory Science 402 Graduate Studies 402 Continuous Professional Learning 402 Continuing Dentistry Education 403 Postgraduate Medical Education 403 Postgraduate Dental Education 403 Combined Program for the Degrees of MD and PhD 403 Courses 404 Programs 404 Bachelor of Science (Dental Hygiene Specialization) 404 BSc in Medical Laboratory Science Post-Professional Certification degree completion 406 DDS Advanced Placement Program 406 DDS Degree 406 Degree of Bachelor of Medical Science 407 Degree of BSc in Medical Laboratory Science 407 Degree of BSc in Radiation Therapy 408 MD Degree 408 Certificate in Biomedical Research 409 382 UNIVERSITY OF ALBERTA www.ualberta.ca Dental Students 145 Dental Residents 4 The Faculty of Medicine and Dental Hygiene Students 140 Medical Laboratory Science Students 85 Dentistry Radiation Therapy Students 5 Graduate Students 586 In subsequent sections of this document, the departments, divisions and Faculty Vision members of staff are listed along with summaries of the various programs offered.
    [Show full text]
  • Improving Access to Oral Health Care for Vulnerable People Living in Canada Improving Access to Oral Health Care for Vulnerable People Living in Canada
    Improving Access To Oral Health Care For Vulnerable People Living In Canada Improving Access To Oral Health Care For Vulnerable People Living In Canada The Canadian Academy of Health Sciences 180 Elgin Street, Suite 1403, Ottawa, ON Canada K2P 2K3 Notice: The project that is the subject of this report was undertaken with the approval of the Board of the Canadian Academy of Health Sciences. The members of the expert panel responsible for the report were selected for their special competences and with regard for appropriate balance. Any opinions, findings, conclusions, or recommendations expressed in this publication are those of the authors, the Expert Panel on Oral Health, and do not necessarily represent the views of their organizations of affiliation or employment. Library and Archives Canada Cataloguing in Publication Improving access to oral health care for vulnerable people living in Canada. Includes bibliographical references and index. Issued in print and electronic formats. Text in English and French on inverted pages. ISBN 978-0-9877815-2-9 (pbk.).--ISBN 978-0-9877815-3-6 (pdf) 1. Poor--Dental care--Canada. 2. People with social disabilities--Dental care--Canada. 3. Health services accessibility--Canada. I. Canadian Academy of Health Sciences, issuing body II. Title: Améliorer l'accès aux soins de santé bucco-dentaire pour les personnes vulnérables vivant au Canada. RK52.4.C3I46 2014 362.19'760086942071 C2014-900234-3E C2014-900235-1 Issued also in French under title: Améliorer l’accès aux soins de santé bucco-dentaire pour les personnes vulnérables vivant au Canada Includes bibliographical references and index. Excludes appendices which may be accessed on the CAHS website at www.cahs-acss.ca Electronic monograph in PDF format.
    [Show full text]
  • Faculty of Dentistry (Professional) Programs, Courses and University Regulations 2021-2022
    Faculty of Dentistry (Professional) Programs, Courses and University Regulations 2021-2022 This PDF excerpt of Programs, Courses and University Regulations is an archived snapshot of the web content on the date that appears in the footer of the PDF. Archival copies are available at www.mcgill.ca/study. This publication provides guidance to prospects, applicants, students, faculty and staff. 1 . McGill University reserves the right to make changes to the information contained in this online publication - including correcting errors, altering fees, schedules of admission, and credit requirements, and revising or cancelling particular courses or programs - without prior notice. 2 . In the interpretation of academic regulations, the Senate is the ®nal authority. 3 . Students are responsible for informing themselves of the University©s procedures, policies and regulations, and the speci®c requirements associated with the degree, diploma, or certi®cate sought. 4 . All students registered at McGill University are considered to have agreed to act in accordance with the University procedures, policies and regulations. 5 . Although advice is readily available on request, the responsibility of selecting the appropriate courses for graduation must ultimately rest with the student. 6 . Not all courses are offered every year and changes can be made after publication. Always check the Minerva Class Schedule link at https://horizon.mcgill.ca/pban1/bwckschd.p_disp_dyn_sched for the most up-to-date information on whether a course is offered. 7 . The academic publication year begins at the start of the Fall semester and extends through to the end of the Winter semester of any given year. Students who begin study at any point within this period are governed by the regulations in the publication which came into effect at the start of the Fall semester.
    [Show full text]
  • Faculty of Dentistry Self-Study 2016
    FACULTY OF DENTISTRY Self-Study 2016 Commissioned by the Provost in 2016 as part of the University of Toronto Quality Assurance Process (UTQAP) Dean Daniel Haas October 2016 TABLE OF CONTENTS 1. INTRODUCTION & CONTEXT ................................................................................... 5 Overview ............................................................................................................................... 6 Strengths and Challenges ............................................................................................... 8 Self-Study Process ............................................................................................................. 9 2. FACULTY .......................................................................................................................... 10 Overview .............................................................................................................................11 Strengths .............................................................................................................................15 Challenges ..........................................................................................................................15 Faculty Development .....................................................................................................16 Complement Plan ............................................................................................................17 3. ACADEMIC PROGRAMS ...........................................................................................
    [Show full text]
  • DENTISTS and DENTAL SPECIALISTS Yvonne James
    DENTISTS AND DENTAL SPECIALISTS Yvonne James Introduction to the Health Workforce in Canada | Dentists and Dental Specialists 1 Dentists and Dental Specialists and tooth pullers (CDA, 2002). Of the 52 healers listed in Québec City and Montreal, nine were classified as blood letters and tooth pullers. These professionals, although they did little beyond extractions, are considered the forerunners of modern-day dentists in Canada. By 1816, dentists of a higher calibre and with more specialized training had started to replace these early tooth pullers. However, it is difficult to track exact numbers because dentistry was a sideline business for many: dental services were often provided by gunsmiths, blacksmiths and other tradespeople. By the 1850s, hardly anyone was practising dentistry as a profession in itself. Instead, those who practised were primarily physicians who performed emergency dental treatment, graduates of medical schools who took some apprenticeship training and limited their practices to dentistry, and men who served as apprentices to dentists under an indenture agreement (CDA, 2002). A CALL FOR REGULATION In the early days of dentistry, there was intense variation in regulation and no real training or expertise. INTRODUCTION This was cause for increasing concern among patients and more specialized practitioners. Some practitioners Dentistry is a unique part of the Canadian health-care began to advocate for establishing dentistry as a system that has been described as an artistic as well as profession, but they were faced
    [Show full text]