Tania Gerzina

How does pain affect jaw muscle activity? The Integrated Pain Adaptation Model

Pain and limitation of movement are two cardinal symptoms of temporomandibular disorders but it is unclear how one influences the other. The relationship between pain and movement is clinically significant but controversial with two major theories having been proposed: the Vicious Cycle Theory and the Pain Adaptation Model. The Vicious Cycle Theory proposes a vicious cycle between pain and muscle activity. This theory has little scientific basis but underpins many management strategies. The Pain Adaptation Model is more evidence-based and proposes that pain causes changes in muscle activity to limit movement and protect the sensory-motor system from further injury. The Pain Adaptation Model has many positive features but does not appear to explain the relation between pain and muscle activity in all situations. We propose that the relationship is influenced by the functional complexity of the sensory-motor system and the multidimensional nature of pain. This new Integrated Pain Adaptation Model states that pain results in a new recruitment strategy of motor units that is influenced by the multidimensional (i.e., biological and psychosocial) components of the pain experience. This new recruitment strategy aims to minimize pain and maintain homeostasis. This model emphasizes the individual reaction to pain and suggests a tailored approach towards management.

Benchmarking learning and teaching: developing a method

Purpose – To develop a method for benchmarking teaching and learning in response to an institutional need to validate a new program in Dentistry at the University of Sydney, Australia.Design/methodology/approach – After a collaborative partner, University of Adelaide, was identified, the areas of teaching and learning to be benchmarked, PBL approach and assessment, were established. A list of quality indicators for these aspects of teaching and learning were first developed conceptually and then validated by the literature. Then, using a quality enhancement framework, levels of achievement for each indicator were developed.Findings – The findings are represented as a set of tables. These were mutually developed with the benchmarking partner and represent an agreed model for a benchmarking project to progress to the next stages of implementation and evaluation.Practical implications – This model can be adapted for any benchmarking project in all levels of education; primary, secondary, tertiary and continu...

Review article: Management of dental emergencies by medical practitioners: Recommendations for Australian education and training

Dental emergencies commonly present to EDs and primary care consultations. The medical practitioner is often ill‐prepared in the primary management of dental emergencies because of a lack of education in this field of practice. A published work review covering the nature, incidence, education and training surrounding this topic is presented together with recommendations for Australian practice.

Managing dental emergencies : a descriptive study of the effects of a multimodal educational intervention for primary care providers at six months

BackgroundClinicians providing primary emergency medical care often receive little training in the management of dental emergencies. A multimodal educational intervention was designed to address this lack of training. Sustained competency in managing dental emergencies and thus the confidence to provide this care well after an educational intervention is of particular importance for remote and rural healthcare providers where access to professional development training may be lacking.MethodsA descriptive study design with a survey instrument was used to evaluate the effectiveness of a brief educational intervention for primary care clinicians. The survey was offered immediately before and at six months following the intervention. A Wilcoxon signed rank test was performed on pre and six month post-workshop matched pair responses, measuring self-reported proficiency in managing dental emergencies. The level of significance was set at p < 0.001. Confidence intervals (CI) were calculated for participants who scored an improved proficiency.ResultsThe educational intervention was associated with a significant and sustained increase in proficiency and confidence to treat, especially in oral local anaesthesia, management of avulsed teeth and dental trauma, as reported by clinicians at six months after the education. This was associated with a greater number of cases where dental local anaesthesia was utilised by the participants. Comments from participants before the intervention, noted the lack of dental topics in professional training.ConclusionsThe sustained effects of a brief multimodal educational intervention in managing dental emergencies on practice confidence and proficiency demonstrates its value as an educational model that could be applied to other settings and health professional groups providing emergency primary care, particularly in rural and remote settings.

Management of dental emergencies by medical practitioners: recommendations for Australian education and training.

Dental emergencies commonly present to EDs and primary care consultations. The medical practitioner is often ill‐prepared in the primary management of dental emergencies because of a lack of education in this field of practice. A published work review covering the nature, incidence, education and training surrounding this topic is presented together with recommendations for Australian practice.

Educating Health Professionals

Health professionals who teach may be salaried health sector employees who are directly engaged by a higher education institution in adjunct or conjoint academic appointments. Many teaching health professionals also provide learning activities through good will and altruism. Another group consists of academics with health professional degrees for whom academia is the primary employment; these professionals may engage in professional clinical practice in only a limited capacity.University teachers are a heterogeneous group, reflective of the society from which they are drawn, but can be considered in three loose groupings. One group is made up of people who are primarily educators and who hold educational qualifications in support of their academic roles. Another group hold qualifications in a health profession such as nursing and forego their professional practice in order to become full-time university teachers.

Assessment of Work-Integrated Learning: Comparison of the Usage of a Grading Rubric by Supervising Radiographers and Teachers

Professional work‐integrated learning (WIL) that integrates the academic experience with off‐campus professional experience placements is an integral part of many tertiary courses. Issues with the reliability and validity of assessment grades in these placements suggest that there is a need to strengthen the level of academic rigour of placements in these programmes. This study aims to compare the attitudes to the usage of assessment rubrics of radiographers supervising medical imaging students and teachers supervising pre‐service teachers.

Being a Health Professional Educator

The core purpose of health professional education is to prepare practitioners who can cope with the many demands of working in a range of health settings, not only as these settings exist today but also as they might exist tomorrow. This can include traditional clinical roles in metropolitan and regional hospitals, suburban and rural clinics, specialist centres and the many varieties of community care.

Health Professional Education Programs

Health professionals who teach may be salaried health sector employees who are directly engaged by a higher education institution in adjunct or conjoint academic appointments. Many teaching health professionals also provide learning activities through good will and altruism. Another group consists of academics with health professional degrees for whom academia is the primary employment; these professionals may engage in professional clinical practice in only a limited capacity.

Being a University Teacher

University teachers are a heterogeneous group, reflective of the society from which they are drawn, but can be considered in three loose groupings. One group is made up of people who are primarily educators and who hold educational qualifications in support of their academic roles. Another group hold qualifications in a health profession such as nursing and forego their professional practice in order to become full-time university teachers.