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Making a Comprehensive Diagnosis in a Comprehensive Care Curriculum
Author(s) -
Douglass Gordon D.
Publication year - 2002
Publication title -
journal of dental education
Language(s) - English
Resource type - Journals
SCImago Journal Rank - 0.53
H-Index - 68
eISSN - 1930-7837
pISSN - 0022-0337
DOI - 10.1002/j.0022-0337.2002.66.3.tb03520.x
Subject(s) - medical diagnosis , curriculum , medicine , oral health care , health care , patient care , dental care , medline , medical education , nursing , oral health , psychology , family medicine , pathology , pedagogy , political science , law , economics , economic growth
Comprehensive care models in dental education encourage students to deliver patient‐centered care. But to deliver effective comprehensive care, a clinician must first make a comprehensive diagnosis. Students of general dentistry are taught to make one or more diagnoses as defined by the dental specialties, and to direct patient care accordingly. Without a comprehensive diagnosis, patients may receive fragmented, poorly prioritized care that is inappropriate to their overall oral health. This paper presents a simple diagnostic classification that can be used to make a comprehensive diagnosis with which to guide the student of general dentistry in planning comprehensive care.