Information
Denturism training in France
18 janvier 2020
Registration information and registration day
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Duration of training

The total duration includes general training courses common to all programmes for 430 hours, general training courses specific to this programme for 155 hours and additional general training courses for 90 hours.
The durations correspond to the theoretical training and laboratory work of the courses; they therefore exclude the student's personal working hours.

Prerequisites :

Admission requirements

A person is eligible for the program if he or she meets the general admission requirements as defined in the following conditions :

Holder of the vocational baccalaureate for 3 years
Hold the CAP of dental technician (for graduates before the introduction of the Bac Pro)

Have 5 years of activity

CV and supporting documents.

Validation conditions :

Validation tests of each module during the 3 years

Presentation of End of Cycle Memory of 30 pages minimum.

Job title(s) :

Denturist

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Admission requirements

A person is eligible for the program if he or she meets the general admission requirements as defined in the following conditions :

Holder of the vocational baccalaureate for 3 years
Hold the CAP of dental technician (for graduates before the introduction of the Bac Pro)
Holder of a BTS in dental prosthetics
To be a holder of the BTM dental technician's diploma

Have been in business for 5 years

CV and supporting documents.

duration :

Training over 3 years :

The total duration includes general training courses common to all programmes for 430 hours, general training courses specific to this programme for 155 hours and additional general training courses for 90 hours.

The durations correspond to the theoretical training and laboratory work of the courses; they therefore exclude the student's personal working hours.
Classes are held on Saturdays and Sundays to be accessible to all.

Terms and conditions and deadlines for access

Address :

14B avenue des fougères
77340 Pountalt-Combault

From Gare de l'Est station in Paris it takes 20mn by RER E and 10mn by bus after arrival at Emerainville Pontault-Combault station.

How to come on site simulation with Goggle Map, enter your departure address and choose your chosen means of transport, you can make several simulations to choose the means of transport that suits you best : link here...

Rates :

The amount of the school fees (Article 3 or 4 of the general conditions, financial provisions) is as follows:
Registration fee: € 135.00

  • That is to say the total payment of 2500€ for the current year of study,
  • Either by monthly payment.
  • Or by quarterly instalments.
  • Which makes an amount of 2500€ per year of study owes a total of 7500€ for the 3 years of study.

contact :

This email address is being protected from spambots. You need JavaScript enabled to view it.

ifdAdhérent IFD https://www.international-denturists.org

Accessibility for people with disabilities

Access for people with partial mobility impairment.

If necessary, the workplace will be relocated so as to be able to welcome them in good conditions. Example: work rooms in the Chamber of Commerce of Seine et Marne.


Address: CCI Seine-et-Marne 1 avenue Johannes Gutenberg - Serris CS 70045 77776 MARNE-LA-VALLEE CEDEX 4
  Location map to download link here...

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Pedagogical follow-up

Pedagogical means and coaching techniques

  • Animation of the course by dispatching PDF
  • Intercourse and Self-study: Access to additional documentation (quizzes, bibliography, video supports according to availability, etc...)
  • e-learning platform
  • Receipt and scoring of evaluations at each session
  • Regular MCQ validating modules

Means of monitoring the implementation of the action

  • Receipt and scoring of evaluations at each session
  • Regular MCQ validating modules

Moyens permettant de suivre l'exécution de l'action

  • Final evaluation in the form of a 35/40 page thesis is required at the end of the 3 years of training.
  • Details available on the Rules of Procedure and Welcome Booklet (given to each new registrant)

Training control on the model:

The Kirkpatrick Model is probably the best known model for analyzing and evaluating the results of training and educational programs. It takes into account any style of training, both informal or formal, to determine aptitude based on four levels criteria.

Level 1 Reaction measures how participants react to the training (e.g., satisfaction?). Level 2 Learning analyzes if they truly understood the training (e.g., increase in knowledge, skills or experience?). Level 3 Behavior looks at if they are utilizing what they learned at work (e.g., change in behaviors?), and Level 4 Results determines if the material had a positive impact on the business / organization.

This model was developed by Dr. Donald Kirkpatrick (1924 – 2014) in the 1950s. The model can be implemented before, throughout, and following training to show the value of training to the business.

As outlined by this system, evaluation needs to start with level one, after which as time and resources will allow, should proceed in order through levels two, three, and four. Data from all of the previous levels can be used as a foundation for the following levels’ analysis. As a result, each subsequent level provides an even more accurate measurement of the usefulness of the training course, yet simultaneously calls for a significantly more time-consuming and demanding evaluation.

Undoubtedly, the most widely used and in-demand method for the assessment of training in businesses nowadays is Kirkpatrick’s system based around the four levels as guidelines. The Kirkpatrick model has been used for over 30 years by many different types of companies as the major system for training evaluations. It is evident that Kirkpatrick’s vision has made a positive impact to the overall practice of training evaluation.

Listed below is an in-depth look into the four levels of the Kirkpatrick Model:

Level 1 Evaluation – Reaction

In what ways participants liked a particular program / training? How participants feel?

The objective for this level is straightforward, it evaluates how individuals react to the training model by asking questions that establishes the trainees’ thoughts. Questions will figure out if the participant enjoyed their experience and if they found the material in the program useful for their work. This particular form of evaluation is typically referred to as a “smile sheet.”

As outlined by Kirkpatrick, each program needs to be assessed at this level to help improve the model for future use. On top of that, the participants’ responses is essential for determining how invested they will be in learning the next level. Even though an optimistic reaction does not ensure learning, an unfavorable one definitely makes it less likely that the user will pay attention to the training.

Examples of resources and techniques for level one:

  • Online assessment that can be graded by delegates/evaluators.
  • Interviews
  • Can be done immediately after the training ends.
  • Are the participants happy with the instructor(s)?
  • Did the training meet the participant’s needs?
  • Are the attendee’s happy with the educational tools employed (e.g., PowerPoint, handouts etc)
  • Printed or oral reports provided by delegates/evaluators to supervisors at the participants’ organizations.
  • “Smile sheets”.
  • Comment forms determined by subjective individual reaction to the training course.
  • Post-training program questionnaires.
  • Verbal responses that can be taken into consideration and considered.
  • Especially encourage written comments
  • Try to get honest responses and feedbacks

 

Level 2 Evaluation – Learning

New skills / knowledge / attitudes? What was learned? and What was not learned?

Evaluating at this level is meant to gauge the level participants have developed in expertise, knowledge, or mindset. Exploration at this level is far more challenging and time-consuming compared to level one.

Techniques vary from informal to formal tests and self-assessment to team assessment. If at all possible, individuals take the test or evaluation prior to the training (pre-test) and following training (post-test) to figure out how much the participant comprehended.

Examples of tools and procedures for level two:

  • Measurement and evaluation is simple and straightforward for any group size.
  • You may use a control group to compare.
  • Exams, interviews or assessments prior to and immediately after the training.
  • Observations by peers and instructors
  • Strategies for assessment should be relevant to the goals of the training program.
  • A distinct clear scoring process needs to be determined in order to reduce the possibility of inconsistent evaluation reports.
  • Interview, printed, or electronic type examinations can be carried out.
  • An interview can be carried out before and after the assessment, though this is time-consuming and unreliable.

 

Level 3 Evaluation – Transfer

Was the leaning being applied by the attendees? 

This level analyzes the differences in the participant’s behavior at work after completing the program. Assessing the change makes it possible to figure out if the knowledge, mindset, or skills the program taught are being used the workplace.

For the majority of individuals this level offers the truest evaluation of a program’s usefulness. Having said that, testing at this level is challenging since it is generally impossible to anticipate when a person will start to properly utilize what they’ve learned from the program, making it more difficult to determine when, how often, and exactly how to evaluate a participant post-assessment.

This level starts 3–6 months after training.

Examples of assessment resources and techniques for level three:

  • This can be carried out through observations and interviews.
  • Evaluations have to be subtle until change is noticeable, after which a more thorough examination tool can be used.
  • Were the learned knowledge and gained skills used?
  • Surveys and close observation after some time are necessary to evaluate significant change, importance of change, and how long this change will last.
  • Online evaluations tend to be more challenging to integrate. Examinations are usually more successful when incorporated within present management and training methods at the participant’s workplace.
  • Quick examinations done immediately following the program are not going to be reliable since individuals change in various ways at different times.
  • 360-degree feedback is a tool that many businesses use, but is not necessary before starting the training program. It is much better utilized after training since participants will be able to figure out on their own what they need to do different. After changes have been observed over time then the individual’s performance can be reviewed by others for proper assessment.
  • Assessments can be developed around applicable scenarios and distinct key efficiency indicators or requirements relevant to the participant’s job.
  • Observations should be made to minimize opinion-based views of the interviewer as this factor is far too variable, which can affect consistency and dependability of assessments.
  • Taking into consideration the opinion of the participant can also be too variable of a factor as it makes evaluation very unreliable, so it is essential that assessments focus more defined factors such as results at work rather than opinions.
  • Self-assessment can be handy, but only with an extensively designed set of guidelines.

Level 4 Evaluation – Results

What are the final results of the training?

Commonly regarded as the primary goal of the program, level four determines the overall success of the training model by measuring factors such as lowered spending, higher returns on investments, improved quality of products, less accidents in the workplace, more efficient production times, and a higher quantity of sales.

From a business standpoint, the factors above are the main reason for the model, even so level four results are not usually considered. Figuring out whether or not the results of the training program can be linked to better finances is hard to accurately determine.

Types of assessment strategies and tools used for level four:

  • It should be discussed with the participant exactly what is going to be measured throughout and after the training program so that they know what to expect and to fully grasp what is being assessed.
  • Use a control group
  • Allow enough time to measure / evaluate
  • No final results can be found unless a positive change takes place.
  • Improper observations and the inability to make a connection with training input type will make it harder to see how the training program has made a difference in the workplace.
  • The process is to determine which methods and how these procedures are relevant to the participant’s feedback.
  • For senior individuals in particular, yearly evaluations and regular arrangements of key business targets are essential in order to accurately evaluate business results that are because of the training program.

References

Kirkpatrick, D. (1996). Revisiting Kirkpatrick’s four-level-model. Training & Development, 1, 54-57.

Kirkpatrick, D. L. (1994). Evaluating training programs: the four levels. San Francisco: Berrett-Koehler.

Cite this article as: Kurt, S. "Kirkpatrick Model: Four Levels of Learning Evaluation," in Educational Technology, October 24, 2016. Retrieved from https://educationaltechnology.net/kirkpatrick-model-four-levels-learning-evaluation/
 

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DENTUROLOGY TRAINING IN FRANCE

OBJECTIVES OF THE THEORETICAL AND TECHNICAL SUBJECTS

DE LA FORMATION DE DENTUROLOGIE.

SUBJECTS AND SUBJECTS BIOMEDICAL SCIENCES

ORAL BIOLOGY

The oral aspects of the biological sciences will include the theoretical and practical instruction necessary to gain knowledge of the structure and function of the oral cavity and associated structures.

Analysis of periodontal-osteo-mucosal clinical indices, fibromucosal quality, gingival index, bone infrastructure of the bearing surface.

BEHAVIOURAL SCIENCES

Behavioural sciences should be taught throughout the Denturist training program. Topics should be relevant to the provision of patient care. The main topics are psychology and sociology.

The key to providing good dental care is the ability to communicate with patients from all walks of life. An understanding of social issues is therefore an important part of the Denturist curriculum.

HUMAN PATHOLOGY

The teaching of human pathology provides students with a general overview of the manifestation of human diseases and disorders as well as an understanding of the diagnostic services used in screening and treatment. By providing a foundation in this subject for future denturists, they will be prepared to communicate effectively with physicians and dentists to ensure the best patient care.

PHARMACOLOGY AND THERAPEUTICS

Several complex drugs used in medical and dental treatment can have a negative effect on removable dental prosthetic treatment. It is important that students develop an understanding of pharmacology and therapeutics during their program of study.

EMERGENCIES

Denturist students should be proficient in procedures related to resuscitation and other medical emergencies. This should include training in the provision of first aid including the principles of cardiopulmonary resuscitation and its practice under realistic conditions. Students should learn how to identify and take appropriate action in situations such as anaphylactic reaction, hypoglycemia, upper airway obstruction, cardiac arrest, seizures, vasovagal reactions, and inhalation or ingestion of foreign objects.

Denturist students should have knowledge of appropriate information about medical emergencies. It is essential that all places where treatment is offered be appropriately equipped to resuscitate a patient whose condition is compromised.
Be competent in the application of resuscitation techniques and in the immediate management of other medical emergencies.

LAW, ETHICS AND PROFESSIONALISM

Denturist students should understand their legal and moral obligations.

Each student should be familiar with the principles and practices of dental control, their moral responsibility for the provision of removable dental appliances and the concept of risk management.

Knowledge of the legal bases governing the treatment of patients, including the moral responsibilities that the student will assume in these circumstances.

No student should treat patients without first gaining an appropriate understanding of these topics, particularly consent, aggression, duty of care, and confidentiality.

Students should also consider their legal responsibility to maintain complete and accurate clinical records.

Students should understand the importance of communication between practitioner and patient. This will help develop an attitude of empathy and insight in the student and provide an opportunity to discuss contemporary moral issues. Students should also be encouraged to understand their reaction to work pressure and its management. There may be opportunities for integrated or complementary teaching with other basic sciences on topics such as pain, stress and anxiety, as well as with clinical specialties on subjects such as social class, poverty and the needs of patients, particularly the elderly.

There should be guidance on the main moral and legal dilemmas based on labour rights that practitioners face.

  • Be competent in maintaining complete and accurate clinical records
  • Know the responsibilities related to consent, duty of care, and confidentiality.
  • Knowing patients' rights
  • Know the authorized activities of other members of the dental team.
  • Know the standardization functions of their authorizing body and their registration law
  • Be familiar with the legal and moral obligations of registered members of the dental team.
  • Be familiar with the obligation to practice in the best interest of patients at all times
  • Knowing the need for lifelong learning and professional development

HEALTH INFORMATICS

Advances in information technology and in particular health informatics are expected to continue to grow. It provides access to clinical and educational information in a wide variety of formats. They should have an opportunity to use information and communication technologies in health care delivery and health promotion. They should be aware of laws regarding the protection and confidentiality of patient data.


Students should be able to:

  • Be proficient in the use of information technology
  • Be familiar with the law regarding the protection of patient records and data.

HEALTH, SAFETY AND INFECTION CONTROL

Once introduced to the clinical aspects of removable prostheses, the student takes responsibility for patient safety. Topics include infection control, substances hazardous to health. A modern approach to workplace health and safety is an essential component of this part of the curriculum.

Students should be able to:

  • Complying with health and safety regulations within a Denturist practice
  • Understanding the legal basis of radiographic practice
  • Implement and effectively prevent infections and physical, chemical and microbiological contamination within Denturist's practice.
  • Arrange and work within the practice in the safest and most efficient way for all patients.
  • Be competent in implementing infection control measures
  • Be familiar with health and safety laws and regulations and any other areas relevant to the practice of dental clinical technology.
  • Know their responsibilities if they contract a communicable disease that could pose a risk to patients and other members of the dental team.

COMMUNICABLE DISEASES

Students should be fully aware that if they are infected with a communicable disease that would pose a risk to patients and colleagues, they must obtain adequate medical advice and receive appropriate medical care.
Students must act on any medical advice they receive, which may include the need to stop the practice and thus their studies. Any student who becomes aware that he or she is a carrier of a blood-borne virus has a responsibility to report this fact to the person with overall responsibility for his or her program of study.

RESTORATIVE DENTISTRY RELATED TO REMOVABLE DENTURES

Denturist students should be familiar with the basics of restorative dentistry as it relates to plaque related diseases, tooth wear, tooth loss and non-surgical care and the restoration of teeth including crowns and bridges.

A working knowledge of the maintenance of tooth support structures is required. Students should be aware of the effectiveness of the treatments they provide, be able to evaluate the factors influencing the long-term success or failure of removable dentures.

Students should be able to co-operate effectively with other members of the dental team responsible for overall oral health care. Students should recognise patients with special needs and have knowledge of removable prostheses supported by dental implants, their long-term maintenance and reference methods for their surgical implantation.

At the end of training, students should be competent in the provision of removable dentures and be aware of the mechanisms by which dentures could irreversibly damage dental and oral tissue. Students should also know when patients should be referred to specialists for further advice and treatment.

TECHNICAL EDUCATION

Students entering denturist training should have extensive experience in all aspects of dental technology. They will already be qualified dental technicians who have proven their theoretical and practical competence.

GEORODONTOLOGY

Seniors are the segment of the population with the greatest need for dentures. The student should be able to understand strategies for managing dental care of the elderly. Given the profound changes in demographic patterns and a significant proportion of the population belonging to this group, the standards body will expect special emphasis on this part of the program.

The student should be aware of the manifestation of oral diseases and disorders in elderly patients and the range of psychological and social factors involved in such situations. The student should be able to distinguish between normal and abnormal consequences of aging, and learn to avoid stereotyping elderly patients.

Be competent in distinguishing between normal and abnormal consequences of aging

Be aware of issues related to the provision of removable dentures to seniors

Know management strategies for the care of the elderly and the role of other health care workers in these strategies.

To know the manifestation of oral diseases and disorders in elderly patients and all the psychological and social factors affecting these groups.

DENTAL BIOMATERIALS SCIENCE

The student will have acquired a thorough knowledge of dental biomaterials during his or her dental technology studies. However, the studies should focus on the handling and science of dental biomaterials in clinical use, including the types of materials, how to select and use them, and an understanding of the biological responses to dental biomaterials. Students should also understand how to store dental biomaterials and be aware of the relevant requirements to comply with standards and regulations.

PREVENTIVE DENTISTRY

Denturist students should have a basic knowledge of the concepts of preventive dentistry. The curriculum should include behavioural and epidemiological science relevant to the scope of practice, interpretation of data, and the etiology and natural history of disease. It should also include knowledge of the social, cultural and environmental factors that contribute to health and disease and the ability of health professionals to influence them, the major methods and limitations of disease prevention and health promotion, and the contribution of dental research methods. The student should appreciate the need for the denturist to collaborate in the prevention, diagnosis, treatment and management of disease with other health professionals and patients. The student should be aware of the economic and practical constraints affecting the provision of health care.

ORAL HEALTH

In addition to teaching focused on the treatment of individual patients, students should be imbued with an expanded concept of professional responsibility to the patient community. Basic knowledge of the sociological aspects of health care should be taught, including the various dental needs which vary considerably across population segments and age groups. Knowledge of the social, behavioural, environmental and economic influences affecting dental health is important, as is a basic understanding of the epidemiological techniques used to determine such effects. Students should be familiar with the practice of oral health promotion in relation to removable prostheses. Students should be aware of the increasing popularity of the evidence-based approach to treatment and make appropriate judgements. They should understand basic statistical and epidemiological concepts and the complexity of oral health care delivery.

Denturist students should learn that health promotion involves helping individuals in communities to gain greater control over their own health with the intention of improving it. Although many groups and organizations in addition to those made up of health professionals are involved, Denturists can play an important role.

Students should understand the basic principles of health promotion and apply them at all times and not only when in contact with patients, particularly when dealing with the maintenance of removable dentures, smoking and other public health measures.

  • Be familiar with the prevalence of significant dental conditions
  • Be familiar with the importance of preventive measures.
  • Be familiar with the social, cultural and environmental factors that contribute to health or illness.
  • Be familiar with the principles of recording oral conditions and data analysis.
  • Be familiar with the role of other dental or health care workers in relation to public oral health

ORAL MEDICINE

It is important to ensure that the student is aware of the manifestation and management of common oral diseases as well as the oral manifestations of other systemic diseases. Oral medicine education should include the concept of appropriate referral for those patients who may require further investigation and treatment by other health professionals.

ORAL PATHOLOGY AND MICROBIOLOGY

Students should have a basic knowledge of oral pathology and microbiology. The processes underlying common oral diseases should be taught, with particular attention to potentially malignant lesions of the oral mucosa and surrounding tissues.

RADIOLOGY AND DENTAL IMAGING

Students should acquire theoretical and practical knowledge of reference criteria, processing and interpretation of intra-oral and extra-oral radiographs. They should be aware of alternative techniques and should undertake this training under the guidance of a certified specialist in dental radiology.

Students should understand the principles underlying dental radiographic techniques, the equipment used, film processing methods, and the practice of digital radiography.

Students should understand the appearance of normal structures on a radiograph, the evaluation of image quality, and be able to differentiate between normal and abnormal appearance. They should understand the concept of referral and the relevance of radiology to treatment.

PAIN AND ANXIETY MANAGEMENT

Students should have an understanding of the anxiety and pain associated with removable dentures, including knowledge of dental phobias and anxieties in relation to the treatments they offer. They should be able to assess the various methods of anxiety management and identify patients who should be referred for specialist treatment. In order to recognize and manage anxious patients, students should be familiar with a variety of methods that may be appropriate in different circumstances.

LEARNING OBJECTIVES

The specific learning objectives for the above-mentioned topics and subjects are based on three levels:

Be competent: Students should have a good understanding and theoretical knowledge of the subject and have acquired the clinical skills necessary to solve the problems they face on their own and independently.

To know: Students should have a good theoretical knowledge of the subject but need only basic clinical and practical skills.

Be familiar with: Students should have acquired a basic understanding of the subject but do not need to have acquired direct clinical skills or perform a procedure on their own.

BEHAVIORAL SCIENCE AND COMMUNICATION SKILLS

  • Be proficient in communicating with patients, other dental care members and other health care professionals
  • Be familiar with the social and psychological issues relevant to the care of

HUMAN DISEASE

  • Know the scientific principles of sterilization, disinfection and antisepsis.
  • Familiar with the pathological characteristics and dental relevance of common diseases and disorders of important vital organs
  • Be familiar with the major medical conditions that may impede the provision of removable dentures.
  • Be familiar with the roles of other health care workers
  • Familiarity with the role of dentistry in the delivery of health care
  • Be familiar with the various medications and treatments used in medical and dental practice that may pose barriers to the provision of removable dental braces
  • Be familiar with the role of therapeutics in the management of patients requiring removable dentures.

RESTORATIVE DENTISTRY RELATED TO REMOVABLE DENTURES

  • Be competent in obtaining the appropriate medical history
  • Be competent in the clinical examination and follow-up of the treatment plan.
  • Be competent in arranging referrals to other specialists
  • Be competent to maintain aseptic techniques during any procedure related to the provision of removable dental appliances.
  • Be competent to obtain informed consent
  • Be competent to perform technical and clinical procedures related to the provision of removable dental appliances.
  • Knowing how to manage patients from different social and ethnic backgrounds
  • Be aware of the dental problems that may occur in older patients in relation to removable dentures and their management principles.
  • Know the procedures performed by other members of the dental team that are relevant to removable dentures.
  • Be familiar with the complex interactions between oral health, nutrition, overall health, medications and disease that can impact the delivery of removable dental appliances.

DENTAL BIOMATERIALS SCIENCE

  • Know the science behind the use of dental biomaterials
  • Knowing the limits of dental biomaterials
  • Familiarity with the safety aspects of biomaterials related to removable dental appliances.

ORAL MEDICINE, ORAL PATHOLOGY AND MICROBIOLOGY

  • Be competent in identifying oral mucosa and abnormal underlying structures and in referring patients to the right services.
  • Know the topics related to infection control
  • Be familiar with the various diagnostic procedures
  • Be familiar with the pathogenesis and classification of oral diseases
  • Be familiar with the etiology, prognosis and processes of oral diseases.
  • Be familiar with the causes and effects of common or significant oral diseases and their prevention, diagnosis and management.

RADIOLOGY AND DENTAL IMAGING

  • Be competent to take and process radiological images relevant to the provision of removable dental appliances.
  • Know radiographic interpretation
  • Be familiar with the principles underlying dental radiographic techniques.

PAIN AND ANXIETY MANAGEMENT

  • Be competent in knowing when and how to refer patients for pain and anxiety management procedures.
  • Be competent in managing fears and anxiety using behavioural techniques and in demonstrating empathy for patients in stressful situations related to the provision of removable dentures.
  • Be familiar with the manifestations of anxiety and pain associated with the provision of removable dentures.


TrainingDental

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