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 Table of Contents  
EDITORIAL
Year : 2018  |  Volume : 30  |  Issue : 2  |  Page : 99

The great leap forward


Editor, Journal of Indian Academy of Oral Medicine and Radiology, Professor and Head, Department of Oral Medicine and Radiology, Government College of Dentistry, Indore, Madhya Pradesh, India

Date of Web Publication16-Jul-2018

Correspondence Address:
Dr. Ajay Parihar
Professor and Head, Department of Oral Medicine and Radiology, Government College of Dentistry, Indore, Madhya Pradesh
India
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Source of Support: None, Conflict of Interest: None


DOI: 10.4103/jiaomr.jiaomr_108_18

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How to cite this article:
Parihar A. The great leap forward. J Indian Acad Oral Med Radiol 2018;30:99

How to cite this URL:
Parihar A. The great leap forward. J Indian Acad Oral Med Radiol [serial online] 2018 [cited 2018 Dec 12];30:99. Available from: http://www.jiaomr.in/text.asp?2018/30/2/99/236719


With the advent of diagnostic equipment such as cone-beam computed tomography (CBCT), Sialandoscopes, T-scan, three-dimensional printing and the recent advances in laboratory investigations has benefited the patients as well as helped the clinical specialists of Oral Medicine and Radiology. These advances have also provided a wide horizon for the young members of Indian Academy of Oral medicine and Radiology (IAOMR) to explore and excel in various fields. The technology helps tremendously in the oral diagnosis and treatment planning through better visualization, evaluation of pathologies in all three dimensions, and great assistance in treatment planning. CBCT has provided better treatment planning and outcomes in cases of impactions, temporomandibular joint diseases, maxillary sinus diseases, and implant planning. In addition to all these exciting developments, clinical encounter between a patient and oral physician remains the cornerstone of dental practice. The patient is always at the center of dental practice. All investigative procedures revolve around patients. To effectively teach clinical dental skills, a teacher has to involve patients in the educational process. It is through this process that the students acquire the skills of observation, communication, examination, and diagnosis. To quote Osler “He who studies medicine without books sails an uncharted sea, but he who studies medicine without patients does not go to sea at all.”

Albeit diagnosis of oral disease has become easier, application of these technologies and the “right” outcome from these technologies would not be possible without “expertise” of using them. There are numerous CBCT machines installed in medical diagnostic centers and dental clinics without having a trained Oral Medicine and Radiologist. This has been addressed to the regulatory body in the Dental Council of India through outcome of panel discussion at IAOMR conference in Moradnagar in 2017. I hope, soon there will be “Indian guidelines for using CBCT machines in clinical practice.” This is imperative not only for the interest of all the IAOMR members but also for patients as technologies if not used correctly can be counterproductive.

The advent and easy access of the technology has also affected the importance of clinical diagnosis through interaction and observation.[1] Students, practitioners, and faculty rely more on investigation and less on the history of illness, clinical examination, and psychosomatic aspects of patient. This not only leads to longer time in diagnosis but also obstructs oral radiologists in giving clear and better radiographic impression. Thus, it is important to learn that “it takes a man, not a machine, to understand a man.” To quote Osler again, “To educate the eye to see, the ear to hear, and the finger to feel, takes time.” That is why “diagnosis” is a bit more “art” instead of science. It takes time and continuous learning to develop the clinical skills required for diagnosing diseases. A right blend for a successful diagnosis remains always with an experienced and trained person behind any technology.



 
   References Top

1.
Zaman J, Verghese A, Elder A. The value of physical examination: A new conceptual framework. South Med J 2016;109:754-7.  Back to cited text no. 1
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