@article{3151207,
    title = "Decision-making and preventive non-surgical therapy in the context of a
European Core Curriculum in Cariology",
    author = "Bottenberg, P. and Ricketts, D. N. J. and Van Loveren, C. and Rahiotis, and C. and Schulte, A. G.",
    journal = "European Journal of Dental Education",
    year = "2011",
    volume = "15",
    number = "1, SI",
    pages = "32-39",
    publisher = "Wiley",
    issn = "1396-5883, 1600-0579",
    doi = "10.1111/j.1600-0579.2011.00712.x",
    keywords = "preventive dentistry; caries; dental erosion; curriculum;
decision-making; non-surgical treatment",
    abstract = "This paper is part of a series of papers towards a European Core
Curriculum in Cariology for undergraduate dental students. The European
Core Curriculum in Cariology is the outcome of a joint workshop of the
European Organisation for Caries Research (ORCA) together with the
Association for Dental Education in Europe (ADEE), which was held in
Berlin from 27 to 30 June 2010. The present paper covers decision-making
and non-surgical treatment. In particular, it will provide some
background information on this part of the European core curriculum. The
dentist, on graduation, must be competent at applying the principles of
prevention of dental hard tissue disease processes (primary prevention)
and progression when it has manifested itself (secondary prevention).
The competences should apply in differing ways to patients of all ages.
Goals of prevention should be clearly defined in order for outcomes to
be evaluated, and a dentist should be competent at determining these
outcomes. Although this concept is recognised by many academics and
experts, clinical teaching, practice and health insurance coverage
frequently emphasise surgical treatment. There are many reasons and
obstacles that might account for this, and this paper suggests some
reasons why this might be and makes suggestions for how these can be
addressed in the future. One factor that is essential in the provision
of a preventive, non-surgical approach is that of communication with the
patient. However, this unfortunately takes less space in the dental
curricula compared with technical skills aimed at restorative
procedures; this weighting needs to be more equally balanced."
}