N Shah1. 1. Center for Dental Education and Research, All India Institute of Medical Sciences, New Delhi, India. naseemys@hotmail.com
Abstract
OBJECTIVES: To evaluate the status and need for education in Geriatric Dentistry in India. MATERIALS AND METHODS: The status of dental education in India was studied. India has 185 dental schools producing 12 000 dental graduates every year. At postgraduate level, there are nine recognised specialities in Dentistry, and approximately 58 institutions offer 1160 places for postgraduate degree courses. Dental education is shaped and administered by the Dental Council of India. RESULTS: So far, Geriatric dentistry has not developed as a separate, independent speciality at postgraduate level. The undergraduate curriculum does not have any significant component of geriatric dentistry. The lack of training results in poor understanding of special needs of older adults in young graduates. Without adequate training and personal experience of growing old, young graduates may not be able to understand the physical, socio-economic and psychological problems of the elderly and the complexities involved in treatment planning for patients with multiple chronic diseases and medication. CONCLUSIONS: It is emphasized that geriatric dentistry should be included in each of the pre-clinical, para-clinical and clinical subjects at the undergraduate level. Graduate students should be encouraged to treat elderly patients in clinics under supervision using a multi-disciplinary approach. Also, postgraduate diploma and degree courses in geriatric dentistry should be developed to address the needs of the vast elderly population in India.
OBJECTIVES: To evaluate the status and need for education in Geriatric Dentistry in India. MATERIALS AND METHODS: The status of dental education in India was studied. India has 185 dental schools producing 12 000 dental graduates every year. At postgraduate level, there are nine recognised specialities in Dentistry, and approximately 58 institutions offer 1160 places for postgraduate degree courses. Dental education is shaped and administered by the Dental Council of India. RESULTS: So far, Geriatric dentistry has not developed as a separate, independent speciality at postgraduate level. The undergraduate curriculum does not have any significant component of geriatric dentistry. The lack of training results in poor understanding of special needs of older adults in young graduates. Without adequate training and personal experience of growing old, young graduates may not be able to understand the physical, socio-economic and psychological problems of the elderly and the complexities involved in treatment planning for patients with multiple chronic diseases and medication. CONCLUSIONS: It is emphasized that geriatric dentistry should be included in each of the pre-clinical, para-clinical and clinical subjects at the undergraduate level. Graduate students should be encouraged to treat elderly patients in clinics under supervision using a multi-disciplinary approach. Also, postgraduate diploma and degree courses in geriatric dentistry should be developed to address the needs of the vast elderly population in India.