Idk about how much tax they get back exactly

But i know consultants are allowed to use the hospitals facilities for private practice, so they get their hospital salary/package and make private surgery money on the side

cant believe a dumbass spent so much time making that article only for it to be so inaccurate

All the business kids I know are balling straight out of undergrad with far less time spent schooling/training, plenty making 100k+ with options to scale up if they play it right. By the time doctors make their 200k at ~30 years, business people can be making much more than that. It's a riskier world with more variance though

No, unlike losers like you, I got in because of merit. Lol @ assuming affirmative action. You don't know the faintest thing about me retard.

But sure, keep your butthurt flowing. It's always funny to see incel FAs with no future prospects like you project so much on the MISC.


When I have my own dental surgery in the future and I'm a pimpin dentist, I might offer you the "designated cuck" position for my place. You can shine my shoes each morning.

That must be a tax return for the doctor's private practice and not his personal salary right? So I figure if you subtract the salaries of his staff/receptionists/etc., rent, utilities and malpractice insurance that would leave the doctor with around $150-200k, which is still pretty good.

Uh no.

That's his personal salary. Just lol @ a specialist surgeon getting $150-200k. What are you smoking?My friend who is his ACCOUNTANT, confirmed. Other medical specialists who he does tax etc for earned big money for their own personal salary. An anaesthetist (sorry, "anesthesiologist" to you geographically-challenged Americans), earned $700,000 last financial year.

So much coping/denial ITT.

My dentist only works Monday through Thursday. Every year they take the staff of about 7 people to Hawaii for a week.

They're actually really bad at dentistry, I had incredibly bad tooth pain that he ground down my molars and gave me pain meds for. Was an acute sinus infection that he could have just pressed on my jaw to trace the pain. Sent me to an oral surgeon and he just wanted to talk about my build. Finally got sinus surgery from a competent doc.

Newsflash:


Perhaps you should have consulted with a more competent dentist? Lol @ "they're actually really bad at dentistry". Yes, generalize an entire group of professionals, based on one dentist. You're a smart cookie.

There are "terrible" doctors out there too, who give misdiagnoses. It doesn't hurt to get a second opinion.

[QUOTE=Ashfrolicious post_id=1460806373][img]http://i68.tinypic.com/3585ngx.gif[/img]

It's always entertaining seeing this kind of ignorance about dentistry.

Anyway, here is my Doctor of Dental Medicine curriculum:

[b]Cariology
Clinical Dentistry
Dental Biomaterials
Diet and Nutrition
Endodontics
Ethics
Gerodontology
Implantology
Life Sciences
Occlusion
Oral Radiology
Oral Pathology and Medicine
Oral Surgery
Orofacial Pain
Orthodontics
Paediatric Dentistry
Periodontology
Population Oral Health
Professional Practice
Prosthodontics
Research
Special Care Dentistry
Trauma
Tooth Conservation[/b]




Cariology introduces the concept of primary care dentistry and provides students with an understanding of the nature of dental caries including its clinical presentation, natural history, epidemiology, determinants, prevention (both primary and non-invasive secondary prevention). Students acquire the skills to apply both primary and non-invasive secondary preventive measures.

Clinical Dentistry builds on the discipline specific content of the earlier years, to enhance students ability to integrate all aspects of patient care within the full range of teaching environments, including metropolitan and rural placements, as well as the main teaching centres of Sydney Dental Hospital and Westmead Centre for Oral Health. The objective is for the student to develop a clear understanding of the scope of specialist services available to patients in each of the disciplines. Students will learn their limitations in providing aspects of patient care and will know when and where to refer patients for more specialised treatment.

Dental Biomaterials aims to provide students with a sound scientific basis for understanding the intrinsic properties of dental materials and biomaterials. The learning material aims to provide a sound foundation whereby the clinical applications and limitations may be understood.

Diet and Nutrition is delivered via workshop format and introduces the students to the concept of diet and nutrition in the dental setting and the relationship to dental caries and erosion. It covers the multitude of aspects that influence food choices and addresses the various methods of collecting and assessing dietary data and discusses the tools that can be utilised to assist patients in setting achievable dietary goals.

Endodontics provides students with an understanding of anatomy, histology and physiology of the pulp-dentine complex, the aetiology of pulpal disease and the required treatment. Training commences in the simulation clinic in Year 1 and with students progressing to patient-based experience, first performing endodontic procedures on single canal teeth and in Year 3 and 4 on multi-canal teeth.

Gerodontology teaches students how to render comprehensive oral health care and teach prevention to a dynamic, diverse and rapidly growing elderly population. Students learn the complexity of aging, patient management and the importance of dentistry in total patient care. It covers a wide range of lecture topics, from nutrition and aging to oral cancer and other pathologic lesions of the elderly patient.

Implantology introduces students to the application of dental implants in the Integrated Clinics and commences with a preclinical laboratory exercise for a single tooth. Specific treatment planning sessions in collaboration with the OMS guide students through decision making and work-up for single tooth implants and implant-retained overdentures; students assist during surgical and undertake prosthodontic procedures.

Life Sciences -[b]This is essentially the first 2 years of MEDICAL SCHOOL. Biochemistry, physiology, microbiology, infectious diseases, cardiology, respiratory system, neurology, musckuloskeletal system, pharmacology, pathology, anatomy, physiology etc etc[/b]

Occlusion provides students with information on the dynamics of the jaw-joint-muscle-tooth system (stomatognathic system), as a dynamic system for function with implications for patients function, nutrition and general health. The learning material commences with an introduction to the handling of alginate impression materials, clinical procedures in recording a face bow transfer record and the applications of articulators taught in Years 1 and 2.

Oral Radiology guides students in the understanding of all terminology related to dentomaxillofacial radiology and to gain the ability to apply the theory of physics and radiation biology, projection geometry and film/electronic sensor image acquisition and processing to clinical situations. Students also learn to recognise normal radiographic anatomy and identify abnormalities and pathology. Students practice taking bitewing radiographs of premolars and molars; periapical radiographs of the dentition using paralleling and bisecting angle techniques; film processing technique from the phase of exposure to the finished radiograph, using both conventional silver-halide-based film imaging and digital imaging, together with the accurate mounting of radiographs and recording of patient details. In Year 3 students take and interpret Panoramic and Cephalometric extra-oral radiographs.

Oral Pathology and Medicine assists students to develop a critical understanding of the maxillofacial and oral diseases as well as systemic diseases with oral manifestations that they may encounter in the course of their professional career and be called upon to diagnose, prevent and treat. The content aims to equip students with the knowledge and skills that will enable them to understand the epidemiology, the aetiology and pathogenesis of conditions that affect the oral and maxillofacial tissues. This will facilitate the diagnosis of the more common oral conditions or to assist students in arriving at a differential diagnosis thereby allowing for correct patient management or referral to relevant specialists for appropriate management.

Oral Surgery commences in Year 2 with a course in Local Anesthesia and exodontia whereby students are equipped with the appropriate knowledge and practical skills to safely administer local anaesthetics and carry out extraction of teeth. This module is designed to equip students with the necessary knowledge and skills in the principles and practice of surgery. Emphasis is placed both on the technical aspects of surgery, as well as the integration of basic sciences to form the appropriate scientific basis for the clinical practice of surgery.

Orofacial Pain provides an understanding of the assessment and diagnosis of orofacial pain and temporomandibular disorders. Students gain an understanding of anatomy and physiology of craniofacial structures including the temporomandibular joints, jaw muscles and trigeminal nerve and particularly of the peripheral nerve distribution of the major trigeminal nerve trunks and other cranial nerves, the anatomical relations of the structures they innervate, and their primary central connections.

Orthodontics introduces students to orthodontics as a dental specialty and an understanding of the role it plays in general dentistry. Students gain an understanding of the concept of normal and malocclusion. Knowledge of craniofacial growth and development is acquired in a coordinated way together with basic histology and embryology to foster an understanding of the aetiology of orthodontic problems. Subsequent to this, students are able to diagnose different malocclusions, obtain and analyse necessary records and formulate a problem list with a tentative treatment plan. Students gain practical experience in the orthodontic diagnosis and treatment planning process on real patients together with practical knowledge of the operation and mode of action of various orthodontic appliances, along with the indications for various appliances.

Paediatric Dentistry develops caring and professional dentists who have the basic knowledge and competency to manage paediatric patients in general dental practice and with the ability to maintain and update this knowledge. Teaching will focus on behaviour management, pain control, the management of caries and dental anomalies in paediatric patients, together with oral pathology and the management of paediatric patients with special needs.

Periodontology covers normal anatomy and histology of periodontal tissue, the composition and role of oral biofilm and periodontal disease, the removal of biofilm, classification of periodontal disease and the treatment and periodontal maintenance and supplementary treatment. Students are introduced to this discipline in the simulation clinics in the early stages and develop their skills through patient-based clinical experience throughout the course.

Population Oral Health aims to provide students with an understanding of how dental disease impacts on populations with Aboriginal communities, special needs and medically compromised groups, used as specific examples. In addition, the epidemiology of dental caries, periodontal disease and maxillofacial trauma are presented.

Professional Practice focuses on professional conduct, with the patients interest as the primary priority, and equips students for successful professional practice. An important component of the teaching is effective communication skills for motivation and behaviour change that would be delivered in close association with primary care dentistry.

Prosthodontics in its earliest teaching aims to introduce students to the discipline of oral rehabilitation. The program develops students skills in the handling of impression and cast materials, taking alginate impressions, and pouring up impressions to produce stone casts. Students are subsequentially provided with the knowledge to understand the consequences of tooth loss, replacing missing teeth, types of dentures, and components of partial and full dentures and their function.

Research commences in Year 1 by familiarising students with concepts in epidemiology and research methodology. Students will gain skills in identifying different study types and understanding basic biostatistics. In year 2, students will learn how to document and report a literature search, and use various indices of publication quality. Critical analysis of problems will also be a feature of year 2. In Year 3, students engage in a research project, preparing a draft report on their individual/group research projects by the end of the year. An intensive course on Evidence-Based Dental Practice comprises a significant part of year 4

Special Care Dentistry aims to develop basic knowledge and understanding of common intellectual and physical disabilities, neurodegenerative disorders and mental illnesses. The program aims to develop confidence and competence in the management of the special needs patient with a focus on building rapport, patience and modifications to treatment modalities to provide optimum oral health care. The importance of communication with both patient and care-giver is also highlighted.

Trauma is presented collaboratively between the disciplines of Endodontics, Oral Surgery and Paediatric Dentistry. Students learn about the management of minor trauma to the oral hard and soft tissue.

Tooth Conservation covers clinical aspects of tooth conservation including treatment planning and provision of patient treatment for acute care and routine preventive and restorative procedures. This commences early in Year 1 in a simulated learning environment where students are introduced to dental instrumentation and the dental operatory environment, together with simple restorative procedures. Complexity of restorative procedures increases throughout Years 2 and 3, with initial practice of all procedures in the simulation clinic.[/QUOTE]All that and you can still ONLY tell people you're a Dentist... Seems a bit unfair doesn't it!

Do we really have a dental student here bragging about becoming a dentist. . .

Dentists are the jokes of the medical field.

BRB fill in cavities
BRB root canal

brb so much medical knowledge.

Basically this. In terms of lifestyle and $$$$, dentistry is unbeatable

Also none of the docs my family know (bar plastics/derm) in high reimbursement fields make more money than our dentists...none.

The opportunity cost incurred by being a physician - especially surgeons - is sky-high compared to a DDS. Even my pops (ophthalm) is put to shame. His base salary may be higher, but you take a massive hit when your ability to develop passive income sources on the side is limited. Can attest to barely seeing him around the house until my early teens.

Dentists, on the other hand... One guy we know in particular started off 5 days/week. 12 years later, he owns 3 practices and comes in only weekends. The remainder of his time is spent with his kids, golfing w/ business partners, managing tenants and purchasing investment properties, fuking off on his boat somewhere. As of writing he owns 2 strip malls in the burbs and multiple fast food franchises. Dude is early 40 and sinks 1-2 M into stock market yearly for fun. There's no competition here, unless you want to argue "prestige".

Is this in Australia?

negative. i got into medical school 3 years ago but declined to go when i realize i hate working with people. dont ever want to deal with the public.

i will never respect dentists because of how laughably easy it is to get into dental school, period. it's harder to get into low tier M.D. schools in USA than the best dental schools. dumbass chicks who got wasted all throughout college slid right into dental, opto, and pharmacy school (the three laughable professional schools).

sure, you might make a lot of money if you hustle, but fuk it. dealing with people sucks. and you're still a dentist in australia...fukin australia lol.

Good ol' US of A. No idea if this is even attainable in Aus, given how saturated every single healthcare profession there from Pharmacy to Medicine is.

****in negged *******.

my IQ dropped reading that retarded info graphic bs with no credibility at all.

At least they have relatively legit sources to back up what they said. What about you brah? Show me your cred then? Any legit source you have to back up your claim about the lack of credibility? Or is it the same old "I know this doctor blah blah blah", i.e your own limited personal experience that does not account for the general population and too minuscule as a sample size to generate any reliability whatsoever?

pretty dumb breakdown seeing how my wife's doctor she works for has teslas and chit. owns two homes

but a teacher driving around a toyota, kia, honda, ford, complaining about low pay and lives in apartment or small home

Sure she is buddy.

Spot on.

Same as a family friend of mine, man. Guy finished dental school with honours, at 23 years of age. This was direct to undergrad dentistry from high school, back in the day... he was in the top 2% of students in the high school exams in the state. At 32, is CEO of 5 dental surgeries and only comes in 2-3 days a week.

Oh, he also completed his Fellowship of the Royal Australasian College of Dental Surgeons (FRACDS).A sobering revelation I'm sure, to people on the outside who thought dentistry is just about "cleaning teeth". There is a hell of a lot more to it, which I also came to realise when I started studying it.

Anyway, back onto semantics -

Dentists....
Dental surgeons...

It's all the same interchangeable terms. Dentists quite rightfully have the "doctor" title anyway (specialists of oral cavity health). If you have the expertise and LICENSE to slice into flesh, extract human tissue/bone, administer anaesthesia, perform differential diagnoses, treat illnesses, learn all the relevant medical sciences (pharmacology, pathology, immunology, biochemistry, neurology) etc... you are a doctor. This same thing goes for podiatrists (specialists of the feet).

There are circumstances where patients CAN die on a dentists table. This is partly why a dentist has to essentially study 2 years of medical school as part of their dental curriculum.Not sure about the numbers the other guy posted. Anyway, dentistry was somewhat saturated in the past few years, but the federal government stepped in this year and has STOPPED overseas-trained dentists from migrating here to practice dentistryThis ensures the livelihoods of local graduates. Also, all of my friends who finished dental school in the past few years have all managed to get full-time employment.

There are far more chitty careers at the moment in terms of saturation. Lol @ anyone studying a Bachelor of Sports Science in Australia, for instance. Brb, 1000 other kids graduating in the same state of that year.... with <50 jobs available.The ignorance is real.

Have you ever had a dental abscess before? I can assure you from accounts of people I know - it feels worse than death.Also - a doctor isn't going to be able to help you . "Here's some painkillers... off you go. See a dentist ASAP"

Did you know, periodontal disease is related to cardiovascular diseases (eg. endocarditis) and stroke?Dental diseases can kill you.

Say what you want. Dentistry is an essential health profession like many others, to the livelihood and wellbeing of people. Also - we are laughing all the way to the bank.

LOOOOOOOOOOOOL Biggest cope ever

Teachers are pretty worthless, to be honest. Glorified babysitters.

Man, I even respect a seasoned ER/ICU/Trauma RN than a fukin dentist srs.

I mean there's nothing wrong with being a Dentist. Seems like a chill AF career to make bank on.

But don't kid yourself brah, you ain't no fukin real Doctor. An RN has more medical knowledge than a dentist.

srs

But if you really like Dentistry then good on you. I just don't consider them real doctors.

If there was a crisis that needed medical professionals to help, you really think a Dentist would know how to save people can keep them alive?

srs

What I love about these comparisons is that, that isnt a comparison that includes your average doctor lol

Not to mention that person would almost surely never be home to enjoy those things for themselves.

Brb working 60+ hours a week
Brb even on your off days you can be called in (unless private practice)Only 25% of doctors make it that become surgeons. Something like the top 10% of that are clearing that kind of money. Now keep in mind people that get into medical school in the first place are usually already in the top 20% of their classes, you really think its going to be ez beating them out for a specialty that makes that much? Highly improbable statistically speaking.....

fuk teachers

That's precisely the standard that the study is trying to show: the AVERAGE doctor in AMERICA. Not every doctor will become surgeon banging in 500k+, but I guess all miscers here have genius IQ, top 1% elite of the population so they can aim at the highest level in medicine while maintaining their aesthetics all the way into their 60s

Brb top 20% of the class to get into med school
Brb top 20% (of the 20% that got in med school) of the class to get good residence program
Brb top 20% (of the 20% of med students who were top 20% of their class prior to getting into med school) of those who made it through residence program to become surgeon
Brb competing with those elite surgeons to have clients
Brb brb

teachers spend the same amount of time working as doctors considering the fact that they have to grade, create lesson plans, and other chit.

also a lot of doctors end up opening up their own practices and make 2-3x as much as the numbers displayed in the infographic you posted.

you just cant compare teachers and doctors.... apples and oranges brah.

Most teachers rehash the same lesson plans and use them for years, some even use the same questions for exams. As for grading, use of scantrons are prevalent nowadays. All they have to do is to put it in the machine and have it compare with the answers bank, unless you teach literature or some chit where you have to read pages and pages of essays. Doctors may copy pasta assessments and follow critical pathways but that's pretty much it. They have to individualize everything for a patient. You can afford to make mistakes on grading/teaching but you cannot make mistakes on treatment plan cuz your patients may die from your errors. Stress level is entirely different.

As for private practice, there are competitors everywhere and who do patients usually go to? The ones with good/high rep. It's like customer service when you open your own practice, if you're average you'll have trouble attracting clients to offset the cost of renting the place, cost of personnel, etc. With teachers, usually students will try to get the "good" ones they've heard from other students but when a class session is full, they have no choice but to be stuck with you even if you're average and your rep is low.

The professions are different, like you said apple vs orange but they're both paid with the same monetary unit and that's the study's area of interest: which profession makes more money on AVERAGE throughout the career's lifespan?

"An RN has more medical knowledge than a dentist"



Lmao, that's debatable.

Do RN's spend two years studying the same medical school sciences as medical students? No. This is not to mention that all my prior degrees in addition to my current dental medicine degree would easily outdo any RN's scientific or medical knowledge, in finality. 13 years of scientific and dental study > 3-4 years of nursing.

I would wager that just about any dental student at my dental school in 4th year would understand the haematological and immunological components behind Sjrogen's syndrome more than a graduated and experienced RN would, for instance... and be able to draw out the mechanisms involved, treatment plan, and so on. Hell, throw in also explaining chronic obstructive pulmonary disease... or the physiology behind the Renin-Angiotensin-Aldosterone-System. At my university, dental students are tested in the same medical blocks the med students are, with slight variation in some areas (musculoskeletal system etc).

"If there was a crisis that needed medical professionals to help, you really think a Dentist would know how to save people can keep them alive?"

Since when did I say that? I said that there are situations where dentists are instrumental in saving a person's life, in conjunction with other medical peers (general practitioner, cardiologist etc). Stop putting words into my mouth. Nice strawman logical fallacy you've got there. Yes, a dentist isn't necessarily involved in everyday life or death situations, but their work can influence such things... especially in complex patients with a variety of comorbidities (eg. obese, smoker, heart disease, hypertension, high cholesterol, oral lesions, abscesses, periodontitis, on blood-thinners such as Warfarin etc). If a dentist has NO understanding of anything of these factors, pharmacology or pathologies in dental disease or oral health - the whole profession would come to a crashing halt. But that's not happening, is it?


Situations where a dentist can potentially help to save someone's life would be instances of detecting a severe oral cancer for example...... which would otherwise go completely unnoticed, even to a medical doctor. Stop playing your silly little game of "prestige" or "worth", when you are clearly too ignorant to even be debating me about this.

Dentists ARE doctors of the oral cavity. Whether you regard them as that or not is irrelevantThe whole way you even typed that post is ridiculous. You sound like you've been dropped on your head a few times during development.



http://www.ada.org/en/about-the-ada/...of-oral-healthNext.

Future MD, whoever wrote this should be shot.

Most of my class are from daddy/mummy money and don't even have debt. They will make plenty of money, as will most of us taking loans. Medicine is still a great paying field.