Teaching Dentistry: A Fascinating Challenge

Manfred Seidemann, B.S.Ph., D.D.S., F.I.C.D.*;
Enrique Torres, D.D.S., F.I.C.D.**

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Dr. Manfred Seidemann
San P’o X 2460 ö Ofic. 1208
Santiago 6650310, Chile
Fax (56-2) 234 4132

PROLOGUE
It is especially gratifying to be able to contribute to the formation of the future generations of dentists. During the twentieth century the world has observed more changes in the field of dental education than in any other period in history. With the advent of the new millennium, it is only fitting that we analyze the teaching of dentistry, reviewing the relevant topics, that include their main protagonists; that is, students and teachers. Teaching has always offered lasting satisfactions, particularly the pleasure of seeing students become capable, independent individuals.

INTRODUCTION 
What is one of the greatest and most important challenges faced by humanity today? Undoubtedly, preparing young people for the future. What attracts young people to the university? The desire to become prepared for adult life. What are the noblest kinds of activities that human beings can realize? To teach, to guide and to help others.

Preparing young people for life requires a concerted effort by parents and teachers. The former primarily impart moral values and the latter, knowledge. Education-instruction is a long process involving both the home and educational institutions.

HISTORICAL BACKGROUND 
Since ancient times, teaching, along with caring for the sick, has been a traditional part of a dentistâs activities. This is especially true when it is applied to the formation of the next generations of dentists.

The worldâs first dental school, the Baltimore College of Dental Surgery, was founded in Baltimore, Maryland, U.S.A., on March 6, 1840. Its faculty consisted of two dentists and two physicians. The first class had five students. The requirements to obtain the Doctor of Dental Surgery (D.D.S.) degree were as strict as those required to obtain the Doctor of Medicine (M.D.) degree. The curriculum was a two-year study program. Each year, students received four months of classes and eight months of practice in a dental office.¹

Previously, aspiring dentists learned their trade through an apprenticeship with an established dentist²_. Preceptorial training also existed, conducted in a dental office³_. In ancient times, the treatment of oral diseases was assumed by barbers, also known as barber-dentists⁴_.

In his book Dentistry: A Historical Perspective, the dental historian Dr. Milton Asbell states that before the 1920s, "Research was rarely conducted, diagnosis needed to be improved, and there was little knowledge of the basic sciences, and other areas, such as histology and pathology. Dental schools were considered responsible for these situations". For many dental educators, the redefinition of dental education that took place during the Î20s is astonishingly similar to what is ocurring today.⁵

The dentist, who at one time was only concerned with alleviating pain through dental extractions, became equally interested in restoring functions and in aesthetics. Despite being mistaken in its aim, the focal infection school of thought served to establish an important link between oral and systemic health.⁶

GENERAL BACKGROUND 
The formation and preparation of young people is a long and complex task. Parents, as well as a variety of different specialists, participate in the formal teaching process. Responsibilities must not be confused nor should obligations be delegated. Parents and teachers cooperate educating and instructing, respectively, youth for the "wonder of living"⁷_.

The people who provide instruction in the kindergarten, elementary or junior and high school educational establishments are specialized teachers. These professionals have studied pedagogy, in accordance with their specific areas of interest, in institutions of higher learning. In addition to instructing young people, teachers are observers and evaluators of the behavior of their students. They also usually act as advisors and counselors to the parents.

University instruction is imparted by a wide variety of specialists in the numerous areas of knowledge. Many educators at institutions of higher learning are teachers. Others are distinguished members of their profession with a keen desire to disseminate knowledge and to share their experiences with the younger generations. These altruistic qualities are generally what attract many prominent professionals to university campuses. Additional key motivations include a deep interest in research and a vocation of service.

EXPOSITION
Metaphorically speaking, the university can be compared to a stadium, and the School of Dentistry, to a football team; the classrooms, laboratories and clinics, to the playing field. In this same context, teachers are the trainers and students, the players. In this analogy it is possible to represent the dean as the referee and the department heads as the linemen. In this fable, ancillary personnel are the stretcher-bearers and the water carriers. In the present allegory, patients are represented by the fans. The knowledge to be imparted is symbolized by the ball.

Dental teaching is a team activity. All of the above-mentioned elements are involved in this endeavor. The success of the organization or of the teamwork is measured through the impact that it has on the students. Unfortunately, we Chileans have structured a country in which people are not used to working as a team^8,9_. This idiosyncrasy must be corrected and eliminated by the teachers.

To solve the enigmas of teaching, students and teachers must form joint teams. This de facto union must be based on the concepts of reciprocal cooperation, mutual trust, tolerance, good judgment, ethics, and respect. These six elements are the basis for a harmonious relationship between academia and students.

Two virtues, one essential and the other very appropriate for the dentist, are honesty and humility. Since many decisions rest on probabilities rather than on certainties, each unpleasant or unfortunate result after a clinical procedure must be critically analyzed. A careful reevaluation, in light of the outcome, may suggest another course of action for a similar situation in the future. Intellectual honesty is essential for a dentistâs development. The experience gained from such reevaluations constitutes, in large measure, the foundation for dental knowledge. Those professionals who cannot face the facts and learn from their mistakes are condemned to a life of self-deception. They have no place in dentistry; their work would be disastrous, harming the profession.¹⁰

Humility, the state of being humble, honors every human being. It is especially beneficial for the dentist. It facilitates the frank and open evaluation of errors and leads to a more compassionate understanding of the difficulties of oneâs peers.¹⁰ A mistake is a complete failure only if one does not learn from it¹¹_. In this context, to have an opinion is commendable, but more important is searching for and finding the truth. Basically, all people are good¹²_. Intellectual honesty, good judgment, and a deep sense of responsibility are essential attributes of a teacher. Impartiality and humility do honor to his work.¹³

Students 
Students are people who are formally committed to learning, especially those individuals enrolled in the universities¹⁴_. This is the fundamental reason for the existence of educational centers; without students there is no need for classrooms or teachers. Students are highly receptive, eager to acquire knowledge and to excel. They are both, motivating and stimulating. They are people who are taking their first steps on the long road to acquiring the wisdom of living.

The University of Chile is Chileâs oldest and most prestigious institution of higher learning. Students admitted to the University of Chile School of Dentistry must have a deep sense of responsibility that will enable them to become university-trained professionals. Furthermore, they will have to prepare themselves for teamwork, collaborating with others. This means they will have to fulfill their own tasks and those in common with others, cooperating with their peers.¹⁵

Dental students, like medical students, are academically outstanding. Each year, the University of Chile only accepts 85 students to its School of Dentistry, and 195 students to its medical school. Only those students with the highest scores on Chileâs Scholastic Aptitude Test (PAA) are accepted by these two professional schools.¹⁵

Teachers
On a certain occasion, Elie Wiesel, the renowned writer and Nobel Peace Prize winner, said, "If there is something that I really want to achieve, it is to diminish the zone of indifference that surrounds human beings". "Each one of us must do something to improve the human condition. Each one of us should save someone nearby." "Human experiences, whatever their nature may be, must be shared".¹⁶ These three simple sentences not only promote introspection and self-analysis, they can also serve to encourage teachers to fight for the best possible preparation of themselves and, as a direct result, of their students.

Teachers must encourage their students to be self-motivated, and must discourage procrastination. Also, they must extol virtue and condemn egotism. They must work to eradicate plagiarism, hypocrisy, lying, and thievery. There is no room for these defects in the university environment, in the dental profession, or in our society.

The act of teaching is based on a foundation of state-of-the-art knowledge, memories, generosity, idealism, dreams and hopes. Teaching is not a job; it is a vocation and, for many, a calling. Teaching does not necessarily mean holding classes and seminars; much of it can be accomplished through the daily interaction between teachers and students.

Dental teachers must always keep in mind that, at one time, they too were dental students. They should remember that their profession was chosen out of idealism; that they were full of dreams and eager to learn. Academicians should not forget that their only desire was to be taught and to receive explanations, to listen to anotherâs experiences, to be told useful anecdotes. They wished to have their spirits boosted, to be made to feel useful; to have their shortcomings pointed out and corrected in a friendly way; to have a healthy interest taken in them and their progress.

The teaching of dentistry is at its best when it does not exist in a vacuum, but rather when it is conducted in combination with caring for patients, or with research, or with both. Teaching, research and caring for patients strengthen one another and are complementary activities.¹⁷ Intellectual honesty, the gift of good judgment, and a deep sense of responsibility are the essential attributes of a good teacher. Impartiality and humility do honor to his work.¹³ A teacher should never shame or confuse a student. Herbert Hoover (1874-1964, 31^st President of the United States) stated this well when he said, "Words without action are the assassins of idealism". Respect for all students is essential.

A teacher must be reliable and punctual. If he himself does not know how to adhere to a timetable, he is in no position to require others to do so. His teaching schedule must be generously flexible for the benefit of his students. Academicians must be enthusiastic and honorable, never indifferent or seekers of praise and glory. They must be capable of recognizing the needs of others and of responding to them readily and with great sensitivity.

TEACHING METHODS 
A true educator is not one who simply teaches facts. But rather, a person who shows students how to think for themselves, to find answers to their own questions based on the principles that they have learned, and to not depend solely on him to solve their problems.¹⁸ A teacher must act modestly with his students. If he does not know something, he must not feign the opposite. He must recognize the fact and find the answer. An academician is always studying and learning.¹⁹

A teacher must divine and uncover each studentâs strong points; the outstanding qualities that the student in fact has and not those that the educator thinks that he should possess. The objective is to assist the student in becoming a professional capable of standing on his own two feet.

A teacher who is too severe, who sees himself as essentially a disciplinarian, will never be a good instructor since education is built on a foundation of love and caring. Of course, teaching requires authority; however, even in an instance of discipline, the student must feel that the teacher really cares for his well being.¹⁹

No one has ever been forced to become teacher. Consequently, educators must give their best and use precise language with a vocabulary that students can readily understand. They must continually motivate their students. This includes preaching by example and proper actions, and never by behaving in a manner suggesting, "Do as I say, not as I do". It is essential to understand the difference between saying and doing. In addition, it is important to realize that a person can only be sincere when his thoughts, words and actions are consistent with each other²⁰. If a person freely chooses to enter teaching and is not motivated nor strives to fulfill his work in a responsible way, he should leave the teaching profession.

Dental teaching is a personal discipline²¹. Imprudence and disrespectful behavior are unacceptable in the teaching profession. Being humble honors all human beings. "A little humility never hurts anyone"²². Lastly, courtesy and respect are contagious.

When a person learns to think for himself, he receives a deep sense of satisfaction because he acts on his own initiative. Teaching also requires a sense of humility. Because of this, it is important to remember that a teacher is not the source of information, but rather a vehicle for information that comes from many sources. An academician should never be arrogant in disseminating knowledge; on the contrary, he should feel blessed for having the opportunity to introduce students into the new world of information.¹⁸

When the student body is satisfied with a class, it is not because the subject matter was easy, nor because the subject was complicated. But, because the lecturer knew how to transform difficult and complex material into a simple and pleasant conference, a lesson that was easily understood by the audience.

SPECIALIZATION
No greater challenge exists for a dental student than becoming a general dentist. Leadership qualities, a broad range of interests, an insatiable thirst for knowledge, versatility, and a selfless concern for the welfare of others are basic requirements. A general dentist is like a sailor who navigates the oceans of dentistry. He is at home in any port, but ready to call the specialist when advice is needed or specialized care is required in situations outside his area of expertise. The general dentist is an executive who directs a team of dental care professionals. He organizes the battery of studies and analyses to plan each patientâs treatment.²³

Dental students must learn the importance of consultation with colleagues and the concept of working in teams. A general dentist is not qualified to perform all treatments by himself; however, he is fully capable of directing a therapeutic team. In treating patients, the general practitioner should routinely seek the support of a wide variety of specialists, including radiologists, endodontists, prosthodontists, periodontists, surgeons, pedodontists, orthodontists, kinesiologists and physicians. The result is improved patient care and more efficient treatment programs. Disorder or confusion, of any kind, are always dentistryâs worst enemies.

Theoretically, a general dentist may perform any dental treatment or therapy. The problem lies in not causing iatrogenias or post operative complications.²⁴ In other words, every dentist has the moral obligation to recognize his limitations and to act accordingly.

DENTAL CULTURE 
Teachers must stimulate their students to acquire and internalize "dental culture". This includes teaching them that it is imperative to attend continuing education courses and to learn new treatment modalities to keep current in their field. Graduation day marks only the completion of the first of a series of stages of a dentistâs professional development. On that day the obligation is born to routinely study in order to keep abreast of the latest innovations and state-of-the-art knowledge. Concepts are continually changing. Knowledge is in a constant process of evolution.

In 1969, a dentistâs half life was estimated to be ten years.²⁵ That meant that half of the knowledge, information, techniques, materials, and medications available would become obsolete within a decade. Currently, this process of becoming outmoded occurs much more rapidly. Knowledge is dynamic; it never remains static. Academicians must set an example, participating regularly in continuing education and training courses, as well as seminars.

Medicine and dentistry are inexact sciences²⁶. This means that, even when all possible precautions are taken, errors may still occur in a diagnosis or treatment procedure. This reality, explained by academicians, should serve to encourage future dentists to continually strive to learn more.

Books constitute valuable resources for guidance and orientation. They are meant for those individuals who seek the facts in their fields of interest or to become better informed. They are useful in the search for different viewpoints. Also for confronting universal and local concepts in diverse situations, and environments that are geographically different. ²⁷

Teachers must encourage their students to read scientific and professional articles, in Spanish and in other languages. They must inculcate the habit of reading dental literature, since this material provides one of the best methods to keep abreast of dentistryâs continuous changes and advancements. It is an academicianâs task to explain to students the importance of subscribing to professional journals. Subscription fees should not be viewed as expenses; but, rather as investments.

Teacher Development 
Training is a process that never ends²⁸. One readily apparent example is sports training. To be effective, it must be conducted in an atmosphere of trust and confidence. Trainers must be patient, sensitive, and willing to delegate authority, award recognition and commend work well done. Efficient trainers develop the strengths and potentials of their pupils; they help them to overcome their weaknesses. Training requires time, dedication and perseverance; nevertheless, if it is imparted correctly, it reduces the investment of effort and money, and helps to prevent unpleasant errors. 

The reality of constant change has important implications for those working in any aspect of the broad field of dentistry. Therefore, it is essential that these professionals accept the responsibility of being students for life.²⁹ The need to attend continuing education courses should be mandatory; however, participation must be stimulated. The exclusivity of knowledge is just another example of ignorance.

Research 
Research helps a universityâs growth and renewal. In addition, it stimulates teachers as well as students, and strengthens their identification with the institution. It is essential for the life and development of the university. Research can be viewed as oxygen for academic expression and a means to inspire students. It is a discipline that must be encouraged.

Dental research can be conducted in university clinics or laboratories. It depends, to a large degree, on the concerns and interests of the academicians. The institutionâs resources also play an important role in its development. Those higher education institutions that do not have or do not promote scientific research are destined to disappear. Universities have three pillars: students, faculty, and research. The last two complement each other in serving the first, as well as humanity. None of the three can exist without the support of the others.

A story about Albert Einstein (1879-1955; U.S. physicist, born in Germany; awarded a Nobel Prize in physics) tells of a student who, during a final exam in physics, said to him, "Professor, these questions are the same as last yearâs", to which Einstein responded, "Yes, but this year the answers are different"^30. This simple anecdote serves to illustrate that what may have appeared to be an unquestionable fact yesterday, could be entirely untrue today.

Modern dentistry is evolving at an astonishing speed. Research in the biological and physical sciences, dental and medical sciences, and new knowledge about oral pathologies have led to such incredible changes that todayâs dentistry is completely different from what was practiced yesterday. And the changes continue at an ever-greater pace. These changes are rooted in dentistry itself and, also, in the environment in which these services are rendered.²⁹

TEACHING ATTRIBUTES 
The proper handling of didactic, scientific and humanistic knowledge is basic for an adequate teaching process. The ongoing application of high moral values and universally accepted good manners are fundamental for the development of teaching.

The universityâs primary mission is to furnish the country with knowledgeable and ethical individuals^{15, 31}. That is, people who, through their personal and professional activities, can assume positions of leadership in the community. This thorough conformation is the result of the geometric addition of the vigorous enforcement of the universityâs moral principles plus the teachersâ enthusiastic activity.

Impartiality 
If a teacher feels biased in favor of or against a (some) student(s), he has the moral duty to excuse himself from making any evaluations that could admit subjective elements. All teachers have the ethical obligation to be impartial, to never humiliate a student and to never make deriding remarks. Some teachers might have difficulty fulfilling this responsibility. In general, human beings tend to justify their attitudes and erroneous actions citing reasons that are not usually objective. The dynamics of hate or prejudice³² has no place in teaching. In the beginning of his poem, A Divine Image, William Blake (English poet, 1757-1827) wisely says, "Cruelty has a human heart"³³.

Biases, in favor of, or against, a person (people) can be very subtle and, as a result, easy to camouflage or to justify. Nevertheless, they usually turn out to be beneficial or harmful to the people involved. All favoritism and negative prejudice are unjust and, consequently, unethical. These behaviors are unacceptable, since teachers must treat all students with fairness.

Tolerance 
Students are not our peers; therefore, we cannot nor should we even try to demand of them what is expected of a dentist. Nor can we expect them to perform what we ourselves are incapable of doing. Students are our friends and protŽgŽs. They must always receive the benefit of the doubt. Eventually, these students of dentistry will become our colleagues.

Vulgarity has no place whatsoever in teaching or in instructing, nor do offensive comments. Helen Keller (1880-1968, U.S. writer and lecturer, and deaf and blind educator of the blind) said, "Tolerance is the highest achievement that can be obtained from education"³⁴.

Behavior
The academic staff must constantly exhibit irreproachable behavior in their teacher-student relationship. Activities such as flirting, telling double-entendre jokes or making libidinous insinuations, and sexual harassment are inadmissible. Young people attend the School of Dentistry to study a profession. Their objective is to prepare themselves for life. Their goal is to obtain a Doctor of Dental Surgery (D.D.S.) or Doctor of Dental Medicine (D.M.D.) degree through disciplined study.

Academic evaluations must always be totally objective and impartial, and must in no way be influenced by any attraction that might be felt for a student, or what this one might do to attract a teacher. Academic reports must be based solely on the studentâs conduct, knowledge, and academic as well as clinical performance. Never, under any circumstances, are the behaviors mentioned in the previous paragraph acceptable.

It is absolutely unacceptable, shameful and immoral what usually happens with teachers who take advantage of or abuse their position in the manner previously described. The mentioned ethical implications are especially relevant when we consider the large number of women who are presently electing a career in Dentistry.

Ethics 
"Ethics", which comes from the Greek word �thikos, means custom³⁵. It is the concept under which human beings live, and live together. It is the code of moral standards guiding us from the moment we are conceived. It directs relationships between people. In essence, it is: "Do unto others as you would have them do unto you". Since ancient times human beings have been concerned about this concept. In the Bible is the story of the Serpent and Eve. In the biblical narration this despicable and deceitful animal convinces and persuades Eve, with its false interpretations, to fail to keep the Divine Law.

Dentistry is a service profession. For the most part, the general public believes in the integrity of its dentists. Unfortunately, some dentists confuse the "S" in service with the "S" that has a vertical line ($)³⁶. Dental students also provide services to the patients they treat and from whom they learn so much. They, too, are subjected to pressures. These are in the form of grades and the fulfillment of all required practical clinical work. They, too, could end up confusing the two letters "S".

Teachers must remind their students about a dentistâs ethical responsibilities. All oral health professionals are morally obligated to put forth their best efforts to help the sick. They also have the duty of representing the profession in a dignified manner³⁷. They must set an example and, at the same time, ensure full compliance with all universally taught and accepted moral precepts.

It is totally unacceptable for an academician to try to influence another member of the teaching staff with regard to the results of a studentâs examination. A teacher cannot recommend that a student passes or fails an exam, test or class. In addition to being a serious breach of the code of ethics, it is a severe act of disrespect as well as an insult.

Ethics embraces the entire intellectual range of all human beings. It includes every known discipline, from the mystical to the analytical, from the legal to the psychological, from the practical to the theoretical, from the concrete to the artistic. Its principles cannot be negotiated. We can affirm that our actions are ethical when we elect a path of behavior of which our parents will not be ashamed.

Results 
Dental studentsâ academic success or failure can be measured not only through the evaluation of tests, exams, and theoretical or research exercises; but, also through the analyses of clinical work and concepts. Studentsâ attitude, interest and presentation are important indicators for this evaluation.

Studentsâ academic failures can be considered, at the same time, as reverses for the teachers. It might mean that the latter did not know how to adequately convey the information. Likewise, it could be that they did not know how to properly stimulate their students. In addition, it might also mean that the teachers involved did not have adequate theoretical-practical or pedagogical training to be able to teach properly. Contrary to what some educators express, not everything is the studentsâ fault. Instruction, as well as all successes or failures, are responsibilities shared by both, the academicians and the students.

Conceptually, dentistry is a bio-mechanical discipline based on solid scientific principles. In other words, mechanical actions are performed to obtain biological results. This means that each dento-oral action has biological, as well as mechanical, components. If the former or the latter are not taken into account when a treatment is planned, the result will be inferior to what is desired.³⁸ If the faculty members of a dental school cannot understand these concepts, they should not practice and, least of all, teach dentistry.

In the scheme of shared responsibilities between teachers and students, an ongoing objective evaluation process is an absolute necessity. The former are analyzed, through their actions and results, by the more experienced academicians. The latter, by the faculty. The entire process should be dynamic and constructive, since its purpose is to encourage learning and to improve performance. The intent should never be to tear down or to favor.

EVALUATION 
As explained earlier, only the most highly qualified students are admitted to the nationâs dental schools, especially to the traditional universities. Some students may be lacking in manual dexterity, but none in intellectual capacity. Obviously, ethical and behavioral deficiencies are absolutely unacceptable. Poor manual skills can be corrected, and overall dexterity can be improved.

All academic failures of students must be rigorously analyzed. It is essential to uncover the reasons as to why the students in question did not reach their goals. They must be given the benefit of the doubt. Points that must be considered are the failure of the teachers to properly impart their information, and possible prejudices.

Teachers must constantly reevaluate their level of knowledge, pedagogical abilities, objectivity and interest in their work. It is advisable that they seek specialized assistance to help them in their self-analysis. If they discover some deficiency, they have the moral obligation to request professional help to overcome the same. Teachers can strengthen their self-evaluation process by practicing Antoine de Saint-ExupŽryâs (1900-1945, French writer and aviator, author of The Little Prince) simple but stimulating phrase, "It is much more difficult to judge oneself than to judge others"³⁹.

When students perform inadequately, they must be evaluated from different points of view; e.g., poor physical and psychological health, economic difficulties, personal problems, family problems. Additional influencing factors that should be considered are improper eating habits or undernourishment, lack of adequate materials or instruments, want of texts or other elements necessary for learning or university endeavors.

Universities offer their students a wide range of social assistance services. Unfortunately, for a variety of reasons, some students with problems and needs do not seek them out. However, teachers are in an ideal position to observe their students and detect problems, thereby providing aid in their orientation.

DENTAL SCHOOL TEACHING IN THE FUTURE 
"Science is a book in which the word end will never be written", said Albert Einstein (1879-1955; U.S. physicist, born in Germany; formulated the Theory of Relativity)⁴⁰. So also is Dentistry. Knowledge is a window to the world; as a result, education and instruction are the utopian construction of an ongoing medium for excelling. Students encourage this development, since they are intrinsically stimulating and motivating.

Dental schools do a wonderful job in preparing their students for a successful professional career. Nevertheless, they fail to teach future dentists how to encourage their patients to request dental treatments based on sound scientific knowledge.⁴¹ Dental schools should also constantly emphasize that prevention is the Science of the Future.

Many of the changes that can be expected in our profession will be due to advances brought about by studies in dental and medical basic sciences. Others will be the consequence of new understanding about disease mechanisms. Some will be related to variations in the frequency and even in the nature of disease processes as humans alter their environment. Others will be due to modifications in the social environment in which dentistry carries out its functions.⁴²

REFLECTIONS 
To be a teacher is indeed a privilege. To belong to the University of Chileâs faculty is an honor. To be able to teach at the University of Chile School of Dentistry is a unique opportunity to repay, in some small way, all that which has been received from the nation, from the community, and from the dental profession. Teaching awards prestige; academicians have the obligation to honor and dignify the teaching profession as well as the university. No nation exists without culture, and no society exists without tradition⁴³.

Teaching is a dynamic process. It is based on echoes of the past, experiences, studies, love and caring, dedication, generosity, and ardent desires. It combines the theoretical with the practical. Dental teaching does not substitute private practice, but rather complements it⁴⁴. It is a wonderful medium to contribute to the formation of the future generations of dentists. At a university, when the teaching profession advances, the whole institution grows. As the university grows, the country rises to greater heights. Naturally, teaching can only advance to the degree that its teachers wish to progress and have the desire to excel.

Lack of knowledge as well as poor grades are alarm signals. These could be considered as a reflection of inadequate behavior, a negative attitude, indifference, or, even, as the inefficiency of some teachers. Teachersâ negative attitudes usually do not motivate students. However, all this does not serve as an excuse for irresponsible or apathetic students. Teachers must motivate their students and, at the same time, investigate the causes that bring about student failures.

Academicians must encourage in students the desire to do good work, to honor their word, to be sincere and honest, to be concerned about others, to promote healthy and loyal competition, and to strive for harmonious relations. Teaching these concepts must be a part of the Dental Schoolâs program. This task should be shared by the teachers, the university, and the student body.

Grades are tools used to academically assess students. At the same time, they could also serve as canons to measure the efficiency of the faculty. Consequently, the standards of evaluation should be constantly analyzed and updated.

Fulfillment of teaching schedules is important. However, one should not confuse the harshness of workersâ schedules in a factory with the flexible timetable teachers should keep with their students. Often, students need more time to complete their clinical or academic work than was originally planned.

At the universities there are people who teach with devotion, thus stimulating learning. This way, they effectively contribute to the formation of new generations of dentists. There are also those individuals who are apathetic in their work, strictly fulfilling a timetable and looking forward to their retirement. Fortunately, these latter constitute a minority. The rewards for being a dedicated, conscientious teacher are immense: the satisfaction of giving and helping, the pleasure of contributing to the countryâs future by educating young people; the pride of serving the community; the pleasure of earning the warm affection and deep respect of grateful students.

Mediocrity is not acceptable. In dentistry, as well as in dental teaching and the student body, there must be present only the best elements. A mediocre person, behind his commanding presence, is generally insolent and vain, ambitious and touchy, and unenlightening. The university should exclude this undesirable minority.

A teacher can always learn something from each one of his students. One must learn to listen to the students since, generally speaking, their ideas are pure, innocent, healthy and sincere. Students are idealistic and have dreams ö qualities that can turn into generosity and foster altruism. These traits can develop enthusiasm, an attribute that is well worth imitating. It is important to listen to university students, to channel their interests, and to encourage them to follow their ideals. Pedagogically, this teaching modality also serves as a model for dental students. Thus, they will learn to listen carefully to their patients, to analyze the information that was gathered, and to sympathize with them.

In the spirit of what is mentioned in the previous paragraph, it is beneficial that, now and then, a clinical case does not work out in a straightforward manner. This means that one still has the capability to detect what is wrong, and also to admit errors. These actions show the ability to discern, and provide a means to rectify mistakes. Absolute perfection does not exist. Consequently, dental students must learn that a practicing dentist is, in effect, his own judge and hangman.

CONCLUSIONS 
Teaching warms the spirit, challenges the intellect, fosters ingenuity, and inspires service. Teaching affirms that learning is living, and leaves no doubt that it is a means "to give life". Thus, by putting these concepts into practice, the Teacherâs Decalogue will be fulfilled:

1. Intellectual honesty
2. Humility
3. Ongoing learning
4. Vocation and commitment
5. Impartiality
6. Discipline with love and caring
7. Idealism
8. Generosity
9. Good judgment
10. Ethics.

In general, the success and the failure of teaching endeavors are reflected by the studentsâ knowledge and grades. In the teacher-student relationship, mutual cooperation and trust, accompanied by tolerance and ethical behavior, contribute to overcoming difficulties in the educational process. If each person were to remove some small stones from lifeâs road, the journey would become easier and more enjoyable for everybody.

In the professional development of a dentist are combined the mind of an intellectual, the knowledge of a scientist, the perspicacity of a researcher, the understanding of a spiritual guide, the compassion of a parent, the kindness of a philanthropist, the patience of a watchmaker, the hands of an artisan, and the eyes of an artist. This unique blend of traits and skills ö which allows detection of anomalies, curing diseases and restoring functions, anatomy and aesthetics ö is of enormous benefit for all patients. Undoubtedly, the formation of this singular "alloy" is one of Dental Teachingâs main objectives. This goal must be understood by all teachers participating in the formation of the future generations of dentists.

Dental teaching is a permanent and, at the same time, fascinating challenge. There is nothing better for man than to be happy with what he is doing, for that is the human condition⁴⁵. Therefore, "We must constantly strive to be more virtuous. Today we must be better than we were yesterday, and today we must prepare ourselves for a better tomorrow"⁴⁶. Consequently, dental academicians have the obligation to practice and teach the traits mentioned in the previous paragraph; their relationship with students must always demonstrate the fairness of a judge.

SUMMARY 
As the dental profession enters the new millennium, it faces new educational, scientific and ethical challenges. Therefore, it is timely to ponder dental teachingâs present state and its future. In the teaching profession, the teachers are the actors. Students form the audience. Both parties must strive for mutual understanding, respect, and open and ongoing communication. Parents have the obligation to educate their children; teachers, the responsibility to instruct them. These modalities or precepts contribute to a fluid exchange of ideas.

ACKNOWLEDGEMENTS 
To our ancestors and our teachers, because they taught us and molded us. Also, to our children, to our families, to our students, and to the people around us, because through them, we continue to learn.

In the Talmud (collection of Jewish laws and traditions) it is written, "I learned much from my teachers, I learned even more from my friends, but I learned most from my students"⁴⁷.

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San P’o X 2460 ö Ofic. 1208
Santiago 6650310, Chile
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