By now, everyone is aware of the “dental dentrix” program, a class that teaches kids about teeth and gums.
It has been around since the mid-2000s and has now been expanded to include more children and adults.
The program is not without its controversies, however.
Last year, a group of children who had attended a program at a Florida school filed a complaint alleging that it was cruel and degrading to teach students that dentists have “less teeth than your average person.”
(Dentists are known for using their teeth to create a “bobble” that helps prevent cavities.)
The group said that, although the program had taught children about dental hygiene, it was teaching them to be afraid of dentists.
Some students who attended the program also took to social media to complain about the curriculum.
But the program’s detractors have argued that the program is just as necessary as regular school classes.
“The dental dentrum is a key part of the healing process,” says Dr. William A. Schmitt, a pediatrician and pediatric dentist at the University of Florida in Gainesville.
“There’s no reason to teach kids to fear dentists.”
So why the pushback?
The idea that dentistry should be seen as a second-class institution was not new.
For centuries, the practice has been taught as a means to relieve pain, but the early days of dentistry did not encourage the idea that it should be treated as such.
In fact, the first dentists were taught to treat their patients in a manner that was “physically beneficial to them,” says Steven L. Hodge, a professor of dentiatrics at the American Dental Association.
“They were not in the business of trying to get rid of their patients, they were trying to keep them alive.”
“I’m not going to say the American dentists of the 19th century, but they were doing their jobs,” says Mark L. Reeder, a dental pediatrics professor at the Johns Hopkins University School of Medicine.
“In a way, they weren’t the worst dentists in the world.”
A history of dental education: Early history, with a few key changes The earliest reference to dentistry as a primary medical discipline comes from ancient Greek texts.
For instance, the famous text of the Hesiod, Theogony, tells us that the practice of dentition was “not to be regarded as the first of medicine,” but rather as a “practice of the Gods” who gave humans teeth and provided them with the wisdom of wisdom.
“We know that dentition wasn’t a medical discipline, it’s a cultural practice,” says Schmitt.
And it wasn’t until the mid 1900s that dentist training began to be standardized, meaning that it came with a set of guidelines for how to teach the subject.
The first dental pedagogy was started in the late 1800s in the United States by the American Academy of Dental Medicine, a professional association that also included dentists, medical school faculty, and others.
In 1905, the American Association of Diversion Physicians started teaching children how to prepare for the surgery that would give them their teeth.
By the 1930s, dental school curriculums were developed and standardized.
“It was a time of rapid change,” says Hodge.
“Dentistry was a new discipline, and it was a whole new world to be in.”
By the 1950s, there was an explosion of dental schools in the U.S. and around the world.
In 1957, there were nearly 20,000 dental schools across the country.
By 1980, there had been over 2 million schools across America, with over 20,500 programs.
Today, more than 30 million people have attended dental schools, with more than 1 million participating in a single school.
But dental school is not the only field in medicine where the idea of a medical profession is changing.
In the early 20th century and beyond, the medical profession was seen as the last frontier of medicine, and the medical school curriculum was one of the few tools for that.
“What the medical field did was to educate students in general medicine and in the surgical arts,” says Reeder.
“So they were going to be trained in a certain way, but not in a way that they were actually trained in medicine.”
The medical profession, by contrast, began with the medical idea that humans have a capacity for pain, says Hike.
“I think that we started off as animals, we were animals that were designed to have pain, so the human brain, by definition, doesn’t work that way.”
Today, medical students have different kinds of training depending on the type of medical education they receive.
Some are expected to be experts in pain management, while others will be expected to focus on general medical topics.
In other words, the education of medical students today is different than it was 20 or 30 years ago.
“Because of the nature of our job today, the way