Hazard in The Dental Lab

One of the HAZARDS in the dental Laboratory. A dental technologist trimming a metallic appliance. Serious sparks were generated during this process which can constitute danger in the lab

CONVERSATION: DENTIST and TECHNOLOGIST

Dentist: Good morning Mr John

Technologist: Very well. I hope you had a restful night?

Dentist: Yes. Thank you.
Hope our patient will smile home today?

Technologist: You cannot imagine it, the Plaster we used in processing the job disappointed us-it was slow setting.

Dentist: So what?

Technologist: The processing took a little longer. I am afraid a new appointment has to be arranged.

Dentist: That is very disappointing.

Technologist: The problem was not anticipated. A new supply failed us.

Dentist: What is the new date are you suggesting?

Technologist: Another week.

Dentist: It is sad.

Technologist: I think we need to re- appraise the whole situation.

Dentist: What do you mean?

Technologist: The management has to be advised on the latest technologies in fabrication of dental prostheses.

Dentist: How do you mean?

Technologist: We cannot afford to continue  to stay at the mercy of failed appointments because we do not employ the latest time saving technologies and techniques.

Dentist: You want to be recommended for training?

Technologist: No, but the management should be aware there are better ways of working to satisfy our patients.

Dentist: Please explain further.

Technologist: The world of dentistry is already shifting from Plaster room to digital spaces.

Dentist: Are you suggesting the use of computer to do laboratory fabrication? By the way how many of you in the lab can use a computer that way?

Technologist: Computer and the skills required to operate one is a commonplace these days.

Dentist: Anyway, our system is not supportive of what you are trying to suggest with this no electricity, no water, no material problems we daily encounter.

Technologist: Yes but we have to start somewhere; suggest and recommend the best way to the management and we have done our part.

Dentist: I agree but management too will give excuses on shortage of funds.

Technologist: What then is the way forward? We shall then continue to disappoint our patients-that is not good for dentistry as a whole.

Dentist: We must find a way out of this in the overall interest of the dental profession and the patient we serve.

Technologist: The whole thing look like a quagmire but it is surmountable.

Dentist: Yes. Let's think of some other alternatives while we pressurise the management over our idea.

Technologist: Alternatives?

Dentist: Yes, alternatives.

Technologist:  I suggest we create a forum of dental professionals leaving no one behind that will discuss the future of dentistry in Nigeria. This all-inclusive forum can commence a new direction for the future of dentistry.

Dentist: How, under what modalities?

Technologist: Both of us can start talking to those that may share this dream then we take it from there.

Dentist: Good idea. Let's get this off the ground during break time.

Technologist: I look forward to it.

'ROADSIDE TEACHERS'

When I read in a Nigerian newspaper (PunchApril28 2015) the submission of a Nigerian University Professor about 'roadside teachers' my initial shock was on why the education system in Nigeria tolerated this type of teachers for so long and up till now unless the present government in Nigeria does something about it the problem cannot be said to be over. The learned Professor unfortunately did not identify who roadside teachers were. It is however very apparent that he was referring to those who were teaching in our schools and Universities without formal training in education-No training of any kind to qualify them as teachers.
They are however very qualified professionals in their fields and many of course can explain topics in their respective subject areas to their students. Does this qualify anyone to be teachers/lecturers even to the extent of becoming a professor without a teaching qualification all through a teaching career in the University? For instance if you have a BSc or MBBS you can be recruited to teach in a Nigerian University and become a professor with medical fellowships. It seems if you can just explain a topic to your students you can continue your career as a lecturer. Should we continue to cry of poor quality of education under this kind of circumstance? Education policies in Nigeria have changed as the number of governments we have had so far. Education budget is the lowest when compared with our enormous resources. Nigerian University Commission, the body responsible for accreditation of University programmes once made a policy or proposed PhD as minimum qualification but up till now this has not been implemented especially in medical and dental faculties. The cry of genuine educators continue to fall on deaf ears. Which way forward for Nigeria education? The use of technology has promising prospect for addressing this problem but  the level of adoption is one of the lowest. The rest of the world is rethinking their education systems but we seem to be comfortable with our circumstances. Although it is not all negatives for education in Nigeria as prominent educators have made remarkable marks at their own times but we cannot grow a formidable education with occasional nuggets of development. This is why the observation of the Professor is apt and deserves the attention of the present government. The rest of the world has been helping Nigerian students and educators through scholarships and countless trainings but the  government seems not to bother much about this. It is over several decades ago that Nigerian scholarships boards last functioned even when it was active funding goes to politicians and their cronies. Academic staff of Nigerian universities (ASUU) hardly work for two consecutive years without having at least four to six months face off with the government. Salary agitations, industrial courts and negotiation and re-negotiation have become a common place in university/government relationships. The whole situation is frustrating for the youth who look up to their leaders for help. Government's schools and Universities are just not the best option for a serious student and the cost of education in the private institutions has hit the roof. Where is the future of quality education under this kind of circumstance?

21st CENTURY UNIVERSITY CURRICULUM?

Sometimes I wonder why should full-time  bachelor degree last up to four years. Can't we have the number of years reduced? Those in the health professions should not be left out of this. A student learnt through lectures and other activities provided by the school calendar but how strictly are this adhered to? The number of contact times a lecturer need to have per semester are hardly fulfilled yet university still graduate the student. Who makes up the lost hours? Lecture method is a very poor method for imparting knowledge according to research and yet in the 21st century students are expected to learn this same way as their fathers three to four decades ago. Change is what is expected. From observation lecturers miss several classes and rush to finish course programmes last minute. Is this a productive approach to teaching? Unfortunately, school authorities look the other way. 21st century students learn differently, they learn every moment and everyday. They do not learn new things only in the classroom but everywhere in the Internet, students of this age learn differently. So they learn continually and consistently. Some have argued that what they do with phone is usually social interaction but it has been established that they learn a lot more from social activities and so develop skill that enable them manage their studies in a more productive manner instead of depend on lectures that most times have to be rescheduled. The Internet is a more dependable place to learn at the convenience of the student and at any given time of interest. Stuffs that university lecturers give are sometimes obsolete and are forced down the throat of the students otherwise they will be in trouble. Students are therefore intimidated and compelled to 'download' whatever the lecturer gave in other to pass examination. A look at Nigerian Universities and mostly African Universities will reveal this practice in its quantum proportion.
If you ask me I will tell you straight that this is one of the reasons Nigerian Universities are still struggling to implement fully online courses (not even MOOC) when Universities that have made global marks are already running fully online courses. Fully online courses saves money and resources and very efficient if well managed. A student can play the traditional methods many ways and get away with their wrongs. For example if you are a lecturer that is strict on attendance then student could sign the attendance sheet on behalf of one another. Individual and group assignments could be paid for, project works are done by the most hardworking working student within the group, lecturers are paid to write thesis for students, missed test and  assignment could attract a fee if the student meets a compromising lecturer; you can pay to influence your final GPA and class of degree; someone can sit school examination on your behalf. The list is endless. University curriculum needs to be revisited in the light of the emerging 21st century pedagogy or pedagogy that 21st is compelling us to embrace. Who then will bell the cat when the duration of a full time programme is a measure of its worth?

WAX WORK @ A DENTAL LABORATORY

Dental students during wax work procedure for setting up complete denture testing their acumen in dental laboratory procedure. Dated2/06/15. Modelling wax is an unavoidable ally in the fabrication of dental prostheses but not with digitisation of dental lab procedures. These students are making use of the best the dental industry in Nigeria could provide. How long are they going to wait to join the rest of the world

in the use of computer in the fabrication of dental restorations? The answer is left for leaders in the professions and in government.