Professional profile of Latin American dentist. First part
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The training of dentistry professionals must ensure the development of scientific knowledge and technical skills without losing sight of training aspects such as the harmonious development of all dimensions of the individual involving ethical, cultural, social and humanistic elements that lead to training of men and women of good required for the progressive consolidation of a professional in dentistry (1,2). We must assume the training of professionals in dentistry from an integral point of view assuming the individual as a whole person, as a whole, where the existence of multiple human dimensions is recognized in constant interrelation, in permanent unfolding, present always in all areas of the existence (3,4).
The educational processes in education allow to carry out processes of transformation and reproduction (5); allowing everyone, without exception, to fructify talents and creative abilities, which implies that each one can take responsibility for himself and carry out his personal project, in other words, the commitment to optimize the individual's capacities to guarantee the successful construction of a project of personal life and of a project of society that allows to respond in an appropriate way to the needs and expectations of the group to which it belongs. Four basic pillars of education are defined, which can be considered at the same time as pillars for the development of integral formation, from several dimensions: knowledge (learning to know), praxis (learning to do), ethics (learning to being) and the relationship with others (learning to live together), elements that coincide fully with the concepts proposed by other authors as philosophical support and operational framework for the materialization of the 'integral formation' in higher education.
Villavicencio, J. (2015). Professional profile of Latin American dentist. First part. Revista Estomatología, 23(1), 1–6. https://doi.org/10.25100/re.v23i1.2963
1. Hannah A, Millichamp CJ, Ayers KMS. A communication skills course for undergraduate dental students. J Dent Educ 2004;68(9):970-7.
2. Yoshida T, Milgrom P, Coldwell S. How do U.S. and Ca¬nadian dental schools teach interpersonal communication skills? J Dent Educ 2002;66(11):1281-8.
3. Evans BJ, Stanley RO, Mestrovic R, Rose L. Effects of communication skills training on students’ diagnostic efficiency. Med Educ 1991;25(2):517-26.
4. Brattstrom V, Ingelsson M, Aberg E. Treatment cooperation in orthodontic patients. Br J Orthod 1991;18:37-42.
5. Desjardins R. Education and social transformation. Eur J Educ 2015;50:239-244.
6. Irwin RS, Richardson ND. Patient-focused care: using the right tolls. Chest 2006;130:73S-82S.
7. Kulich KR, Beggren U, Hallberg LR. Model of the dentist-patient consultation in a clinic specializing in the treatment of dental phobic patients: a qualitative study. Acta Odontol Scand 2000;58:63-71.
8. van der Molen HT, Klaver AA, Duyx MP. Effectiveness of a communication skills training programme for the man¬agement of dental anxiety. Br Dent J 2004;196:101-7.
9. Lanning SK, Ranson SL, Willett RM. Communication skills instruction utilizing interdisciplinary peer teachers: program development and student perceptions. J Dent Educ 2008;72:172-82.
10. Freshman B, Rubino L. Emotional intelligence: a core competency for health care administrators. Health Care Manage 2002;20:1-9.
11. Duff FD. Dialogue: the core clinical skill. Ann Intern Med 2004;128:139-41.
12. Gilmour ASM, Jones RJ, Cowpe JG, Bullock AD. (2014), Communication and professionalism skills of a new graduate: the expectations and experiences of dental foundation trainers. European J Dental Educ 2014;18:195 02.
13. Oh J, Segal R, Gordaon J, Boal J, Jotkowitz A. Retention and use of patient-centered interviewing skills after intensive training. Acad Med 2003;76:647-50.
14. Bullock A, Bailey S, Cowpe J, Barnes E, Thomas H, Thomas R, et al. Continuing professional development systems and requirements for graduate dentists in the EU: survey results from the Dent CPD project. Eur J Dent Educ 2013;17: e77-e8.
2. Yoshida T, Milgrom P, Coldwell S. How do U.S. and Ca¬nadian dental schools teach interpersonal communication skills? J Dent Educ 2002;66(11):1281-8.
3. Evans BJ, Stanley RO, Mestrovic R, Rose L. Effects of communication skills training on students’ diagnostic efficiency. Med Educ 1991;25(2):517-26.
4. Brattstrom V, Ingelsson M, Aberg E. Treatment cooperation in orthodontic patients. Br J Orthod 1991;18:37-42.
5. Desjardins R. Education and social transformation. Eur J Educ 2015;50:239-244.
6. Irwin RS, Richardson ND. Patient-focused care: using the right tolls. Chest 2006;130:73S-82S.
7. Kulich KR, Beggren U, Hallberg LR. Model of the dentist-patient consultation in a clinic specializing in the treatment of dental phobic patients: a qualitative study. Acta Odontol Scand 2000;58:63-71.
8. van der Molen HT, Klaver AA, Duyx MP. Effectiveness of a communication skills training programme for the man¬agement of dental anxiety. Br Dent J 2004;196:101-7.
9. Lanning SK, Ranson SL, Willett RM. Communication skills instruction utilizing interdisciplinary peer teachers: program development and student perceptions. J Dent Educ 2008;72:172-82.
10. Freshman B, Rubino L. Emotional intelligence: a core competency for health care administrators. Health Care Manage 2002;20:1-9.
11. Duff FD. Dialogue: the core clinical skill. Ann Intern Med 2004;128:139-41.
12. Gilmour ASM, Jones RJ, Cowpe JG, Bullock AD. (2014), Communication and professionalism skills of a new graduate: the expectations and experiences of dental foundation trainers. European J Dental Educ 2014;18:195 02.
13. Oh J, Segal R, Gordaon J, Boal J, Jotkowitz A. Retention and use of patient-centered interviewing skills after intensive training. Acad Med 2003;76:647-50.
14. Bullock A, Bailey S, Cowpe J, Barnes E, Thomas H, Thomas R, et al. Continuing professional development systems and requirements for graduate dentists in the EU: survey results from the Dent CPD project. Eur J Dent Educ 2013;17: e77-e8.
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