The Link between Sleep Bruxism, Sleep Disordered Breathing and Temporomandibular Disorders: An Evidence-based Review
Bibliographic record
Abstract
Background: Traditionally, the curriculum in Australian and New Zealand dental schools has largely ignored the need for future dentists to receive foundational education in the field of sleep medicine.The absence of official education accreditation standards means this increasing part of dental practice continues as a continuing education activity without proper accountability by organized dentistry.This manuscript evaluates the current status of education in sleep disorders to predoctoral dental students.Methods: All 10 dental schools in Australia and New Zealand were surveyed for information regarding their sleep medicine curriculum during the 2011 academic year.The head of each dental school or relevant course coordinator responded to a questionnaire.Results: One dental school did not respond, and 3 dental schools were unable to complete the survey, as they had not graduated a class.Therefore 6 of the potential 7 dental schools (85.7%) completed the survey.The average total predoctoral sleep medicine teaching time was 4.5 hours (SD 2.51; range 2 to 8 h).Five of the 6 dental schools spent most of their sleep medicine curriculum time teaching in the fifth year of 5-year programs (mean of 2.5 h; SD 2.88).Education time spent in sleep medicine was 55% didactic.All responding dental schools reviewed obstructive sleep apnea, 83% reviewed sleep bruxism, and 67% reviewed primary snoring.Conclusions: Although a definite beginning, current sleep medicine education at Australian and New Zealand dental schools still seems to be at an exposure level, and likely inadequate for competency in screening for sleep related breathing disorders as the primary requirement.It also seems to be minimal foundation for participating as a future dentist member of the sleep medicine team, which with further post graduation training may include providing oral appliance therapy for sleep disordered breathing when appropriate.This appears to be a similar outcome to the level of education in sleep medicine provided in the United States dental school predoctoral programs to date.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.003 | 0.014 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.003 | 0.002 |
| Bibliometrics | 0.004 | 0.003 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.002 | 0.002 |
| Open science | 0.002 | 0.001 |
| Research integrity | 0.003 | 0.002 |
| Insufficient payload (model declined to judge) | 0.005 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".