Climate change is the defining crisis of our time and experts fear it is happening faster than first predicted. In November 2021, the UK hosted COP26 where world leaders met to coordinate actions and renew commitments to tackle the problem head on. Whether COP26 galvanised the international community enough to turn a corner remains to be seen; however, as dental professionals, we face significant considerations regarding our opportunities to effect positive change. The aim of this paper is to provide a short account of the impact of dentistry on the environment, as well as to highlight some challenges and the potential for change available to the dental profession to become more sustainability-conscious. In dentistry, the main sources of carbon emissions are travel, procurement and energy use. Prevention of oral and dental disease is the single most important factor in reducing the environmental impact of dentistry long-term. It is essential that clinicians, manufacturers and relevant stakeholders are united in dealing with the environmental crisis to bring about effective change. Clinicians and patients should be encouraged to consciously think about their impact on the environment and to consider what adjustments they can make to their clinical practice and oral health habits.
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http://dx.doi.org/10.1038/s41415-022-4202-1 | DOI Listing |
J Dent Child (Chic)
September 2024
Department of Oral and Maxillofacial Surgery, Tufts University School of Dental Medicine, Boston, Mass., USA.
Clin Teach
February 2025
UWA Dental School, The University of Western Australia, Nedlands, Western Australia, Australia.
Community-based dental education (CBDE) is essential for equipping dental students with the practical skills required for independent practice while simultaneously addressing the oral health needs of the community through real-world experiential learning. The success of CBDE initiatives rely on effective collaboration across stakeholders, including educational institutions, community organisations, and students, to address both faculty educational goals and community oral health needs. This paper introduces a practical toolbox to support CBDE program implementation.
View Article and Find Full Text PDFPLoS One
December 2024
School of Health Sciences, Western Sydney University, Campbelltown Campus, Penrith, NSW, Australia.
Introduction: High-risk fertility behaviors (HRFB), including short birth intervals, early or late childbearing age, and high parity, are associated with adverse pregnancy outcomes. Understanding the importance of socioeconomic disparity in HRFB and the factors influencing this disparity is essential to improve maternal and child survival, Accordingly, this study investigated socioeconomic inequalities in HRFB over time and its contributing factors.
Methods: We included a total weighted sample of 11,163 and 5,527 women aged 15 to 49 years from the 2005 and 2019 Ethiopia Demographic and Health Surveys, respectively.
Med J Armed Forces India
December 2024
Professor (Microbiology), Director, MAHE-FAIMER Institute, Manipal Academy of Higher Education, Manipal, India.
Background: Protocols instituted for behavioral treatment and skills training programs for the management of autism spectrum disorder (ASD) suffer from lack of collaborative approaches. The tenets of interprofessional collaborative practice (IPCP) focus on preparing a panel of health care professionals (HCPs) from different professions who can work together to enable the common goal of ensuring that children with ASD can participate in society. This study was designed to pilot this approach through an IPCP training module on ASD for care providers from multiple professions.
View Article and Find Full Text PDFBMC Med Educ
December 2024
Department of Health Science and Technology, Aalborg University, Aalborg, Denmark.
Background: Learner agency involves students actively engaging in their learning process and shaping their educational experiences through autonomy, self-regulation, and decision-making. In professional education, particularly within health professions, learner agency is critical for fostering adaptability and lifelong learning. This scoping review explores how learner agency, alongside concepts such as self-regulated learning and self-directed learning, is addressed in undergraduate dental education, aiming to understand its implications and strategies for enhancing student agency in this context.
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