An introduction during first year, then a deepening understanding later on, when the knowledge is actually needed

I think third year is the best time for undergraduate students to study this. At that time students get a fair idea of dentistry. Final year is too late for this.  third year should be ideal time

An introduction during first year, then a deepening understanding later on, when the knowledge is actually needed

Basic concepts of health and disease should be introduced very early in undergraduate education, perhaps quite in the first year of study. Concepts of epidemiology need understanding of community health and providing of treatment strategies aimed to serve populations. Therfore I would suggest to start in the 3rd year (5th semester) and to keep it up until the last year of study. Quite often we are arguing that some oral diseases are very important because there is a high prevalence (e.g. caries, periodontitis). But the prevalence is an empty word when students are not able to understand the meaning. Teaching Epidemiology should always go ahead with basic concept of medical statistics.

Early exposure of the students to basic terms in the first years and then building on health and disease conditions in the context of incidence and prevalence make them understand and correlate the concepts with the terminology. Therefore, you could start with first years introducing the terms and then go on with the concept of epidemiology will be easier for you.

I think it may put in predental cirrculum.

That health and disease is a primary concern for health professional students.

It should be  a vertical pillar in the curriculum, with concepts and applications to common health issues introduced right away, and the population/person perspective enriched as they pass through the clinical curriculum.

  For preventive medicine, Basic knowledge of epidemiology is essential. Point is when it should be offered as subject during the profession. In most of the curriculum concept of health and disease is taught in Ist Profession while the epidemiology is at the start of second year (second profession). I think along with the theory aspect. The curriculum should also include practical aspect like clinical -social cases and visits to the various institutions related institutions in relation to the various levels of prevention. We can divide the total syllabus of epidemiology in two parts, basic terminology in the second year and the rest should be taught in 3rd profession.

Sir, in dentistry -  the whole thing is taught in the final BDS... I feel there are many shortcomings/ disadvantages of this.

At my school, epidemiology is taught in the first year of the degree, and the way epidemiology is taught makes students not see them utility, because they are facing statistical aspects not related to his professional activity . The goal should be as mentioned by Dr: VanDerNagel that students learn the basics of scientific thinking and critical thinking to solve clinical problems. And the way could be Problem Base Learning.

I feel with many of these concepts they need to be dealt with by using spiral curriculum when some concepts are introduced in year one and revisited up to year 5. By that stage hopefully you will have embedded in your students a realisation of the importance of the subject so that they can update themselves for the subsequent 40 years of practicing life time ahead.

I think some general concepts should be taught within the first year. The teachings should be gradually applied to graduate students for the career end have a good comprehension and knowledge.

As a Public Health student, Epidemiology was also included in my field of study. Epidemiology on concepts of diseases was introduce to us right from the very first year @ semester 1.. It is also  introduce this year which is my 2nd year.... So for my own opinion i think it would be best to gradually teach the students each year to broaden their knowlege on these concepts so that they can apply the concepts learned within their career...

I agree. I think it's the best way. Thank You

Even in dentistry oral public health and epidemiology is introduced in the first year and gradually buitl up during the 2 following bachelor years with focus on theory and practice.

During the 2 master years oral public health is put in practice

I agree. It should be taught in fourth year.

Dr. Sharma, googd morning.

if you work in your curricula with needs or problems and interests of people epidemiology must be from the first half. In the Faculty of Dentistry at the University of Antioquia, Medellin, Colombia we planned a curricula redesign and ww are ad portas executing. We rely on the interest, needs and problems (INP´s) of individuals and communities. Have a good day

Hi Ankur,

this question is very good and announces your attention for an important issue. It's  good because it is solved differently in all countries. Our ‘look on the examination regulations’ had been of low evidence. That is why we have made a 3-division of the thema health and diseases. Theirconcepts are situated exact among epidemiology, regulatory physiology and Internal Medicine. I) Global epidemiology is the basis of the study (1st semester). II) Regulatory physiology is understandable only if the general physiology was taught (3rd-4th semester). III) Infectology and NCDs should be taught, if the fundamentals of microbiology and internal medicine were taught (6.-8. Semester). The part of NCDs is new in this context. But it will determine the future of the medicine and the life work of today's students. Therefore I dare to draw a layman share in the initial semester. The experience of it will show whether we want a further division. I wish all the best for your plans.

Sincerely, Heinz Spranger

In my school we start the on dental public health from year 1, we gradually introduce the concepts. In year 3 they do research methodology  which might include Epi depending the research topic.   They start  the basic of Epidemiology during year 4.

hello:

we have developed a new curriculum for our under graduate students in dentistry.The emphasis of this curriculum is to be  more didactic  material on the first year and second   so that the third and fourth year are more directed to the clinic ie .we want our students to have more time spent  in the clinic in the third and fourth year.just for the record we do allow our students in the first and second year to be in the clinic  observing third and fourth  year students .

my suggestion for your question "In which year should concepts of health and disease as well as study of epidemiology be introduced in undergraduate dental curriculum"?  is that such a course should be given in the first year with a proviso that the course is not heavy on statistic or deep concepts it should be in an introductory form to help the students understand the concept.

I say this because i took a similar course during my graduate degree in periodontics from the university of Michigan by the great dr Nathaniel row and it was a wonderful course and covered many ares but it was a was a graduate level course  and we had the time .   However  since the under graduate curriculum is usually full-in many schools  my suggestion is to make  an introductory course for first year as i suggested above

sincerely 

professor Galil

I think a brief introduction in the first year, a little more detail in 2nd year and from 3rd year

My opinion is at the final year each groups of students should distributed over branches of clinical dentistry and establish a research proposal and supervised by scientific committee of the dental school.

I think, This topics should give since first year undergrade, because it is important that the student know this concepts before they will start at clinic

The students of our faculty become familiar with. epidemiology in first year of study.It is important subject for their future professional development.

First year in the statistics and public health course. We are scientists, so we should be very familiar with epidemiology and statistics concepts and their applications

I  think it would be started as a general study. the freshman year may be preferred.

In  Taiwan, there is a 6-year dental school education.(2 years predental and 4 years dental)

As soon as the student has completed all requisites to understand the body: biology, microbiology, genetics and anatomy and physiology etc. he or she should be ready for epidemiology, community/public health issues in their field of study or major such as: dental, medical, nursing, pharmacy etc. It should be introduced as soon as possible so that the student does not lose sight of his or her intentions to help not only with the individual patient, but the locality, region/country, and global medical/dental issues to help mankind overcome endo, epi and pan -demics.

Just my opinion,

Jeanetta Mastron

hello every body

all good, especially Nirmala's point. critical thinking is a type of living rather than a skill. when you compare students raisin from different countries with different cultures and various political values, you can see the association between critical thinking and many factors come from family and socioeconomic situation. however, still, teacher can encourage student to think critically. problem based learning with small group is one of the best, but student need firstly trust you and have enough time.