Dental school faculty and the academic environment from 1936 to 2011: familiar features in a new context

From its first issue in 1936 until today, no subject has been more central to the work published in the Journal of Dental Education (JDE) and to dental education itself than the dental school faculty. William Gies's vision in 1926 of the professionalization of dental educators was key to the professionalization of dental education. His focus on the need to develop these teachers as both instructors and researchers established the model by which a "dental educator" became a distinct professional, different from a dentist who happens to teach. This article for the seventy-fifth anniversary issue of the JDE thus starts from the obvious but not always acknowledged point that faculty members are central to the entire enterprise of dental education and relate to change over time as both cause and effect. Whether the profession today is evolving to incorporate new science and curricular models or becoming more interprofessional or meeting the needs of diverse patient populations or adopting new educational methodologies and technologies, developments in these areas will have a direct impact on the way individual faculty members do their jobs. To give a taste of the rich variety published over the past seventy-five years, the first section touches briefly on three significant types of research regarding faculty as exemplified by articles published in the JDE. These three are faculty development, educational methodologies, and faculty recruitment and retention. The second section addresses an increasingly important area of research: faculty members' perceptions of the academic work environment. After considering some trends that will affect this environment over the next decade, the article concludes with additional reasons the JDE is a valuable resource for faculty members in dental schools and allied and advanced dental education programs.     

Perspectives on a new educational system for dental hygiene students in Japan

The purpose of this article is to report changes to dental hygiene education in Japan and to evaluate the successful implementation of these changes in 2010. The legislative change that began in 2005 revised the length of education for dental hygiene students from two years to three or four years (the mandate was three years), which has led to a dramatic change in program curriculum. After a five-year moratorium, a new curriculum has been established for dental hygiene education in Japan. The new curriculum provides students the requisite knowledge to effectively perform the latest dental hygiene procedures. Although the change of the educational system from the present mandatory three-year to the new four-year programs poses many administrative problems, we believe this shift will ultimately provide a more thorough and in-depth education for students.     

Commitment to oral biology: prescription for a new age in dental education

Oral biology is a legitimate biomedical discipline of fundamental importance to dental education, but its incorporation into undergraduate dental education is proceeding too slowly, especially considering the changing conditions of dental practice. Widespread adoption of oral biology into dental curricula will enhance the biological orientation of dental students, and graduate education in oral biology can play a significant role in training dental researchers and academicians. Advances in the field of oral biology and the potential broadening of its role have been overlooked or downplayed by some dental educators, making it something of an issue in the U.S. dental community. Resolving this issue will depend on several relatively independent events: (1) some relief from, or an adaptation to, the present situational pressures on dental education; (2) a well-informed pro-oral biology position from dental education's national leaders; (3) improved efforts by oral biologists to communicate the importance of their field; and (4) an understanding of this issue by the dental community with an organized effort to bring oral biology into the mainstream of dental education as it changes to meet new needs.     

Dynamic Systems (Complexity) theory as a new conceptual model for researching PBL in dental education

Although problem‐based learning (PBL) was introduced into dental education some 20 years ago, there have been relatively few well‐designed studies carried out to clarify whether, how or why it works in a dental context. This paper introduces the Dynamic Systems (Complexity) theory as a new and potentially productive theoretical framework for researching PBL in dental education. This framework emphasises the importance of emergent self‐organisation, perception and brain plasticity in learning. In this paper, a brief overview of the history of PBL in dentistry is presented and then the fundamentals of a Dynamic Systems Approach (DSA) are explained, drawing on two recently published papers advocating the DSA in medical education and teacher education. We focus on three key points related to this new approach: emergent self‐organisation rather than simple construction of knowledge; the notion that perception drives the learning process; and the brain as the substrate of all learning. The paper also suggests how the DSA can help us move forward, both in terms of the future application of PBL in dental education and also in relation to posing new types of research questions.     

Dental public health: new opportunities--new responsibilities

Major changes affecting oral health in the United States have provided new leadership challenges for public health dentistry. Two new roles for dental public health are proposed: leadership in the incorporation of expanded public health skills into the education of every clinical dentist; and a broadening of the specialty in a manner similar to that of preventive medicine, involving the creation of subspecialties in public health dentistry, occupational environmental dentistry, and management policy dentistry. The current status of community dentistry departments in dental schools and programs of public health education for dental personnel in schools of public health are reviewed. Content is suggested for the incorporation of expanded public health skills into the education of every clinical dentist.     

Current curriculum changes in dental education in Europe

Recommendations on the knowledge and aptitudes to be acquired during the basic training of dental practitioners have been accepted by the EC member states. WHO conferences in Dublin, 1984 and Moscow, 1988 elaborated further the expected future changes in dental care and dental education in Europe. The dentist's main tasks and the changes in dental education that are needed in order to fulfil these tasks have been defined. As an example, changes in dental education in a European country, Sweden, are described. Problems in Sweden relate to the quality of dental applicants and the necessary changes in the curriculum, including the wider use of comprehensive patient care. In response to this, the 'Malmo model' of dental education has been suggested. The Malmo dental school will presumably be a new type of unit with an integrated education of dentists, dental hygienists, dental assistants and dental technicians. It is intended that this programme will facilitate the better distribution of working tasks between all members of the dental team and will favour the delivery of optimal dental care to the patients.     

A new dental curriculum for chinese research universities

The current dental curriculum in China was developed from the system in the Soviet Union in the 1950s. This curriculum is outdated and must be reformed to keep pace with the developments of modern dental education. The new dental educational system should be customized to China's needs: care for a large population with poor overall oral health, operating within a government-owned, centralized health care delivery system. Chinese research universities have a mission to produce competent dentists who will also be educators and researchers. To efficiently train academic dentists who can also meet the clinical needs of today's Chinese population, a new dental curriculum was developed at the Institute and Hospital of Dentistry, Nanjing University Medical School. This curriculum has four main features: 1) a two-year general higher education plus five-year dental education ("2+5") model; 2) improved integration of didactic and practical learning; 3) improved integration of dental education with research training; and 4) improved overall sequencing of the entire curriculum. This article describes the details of this new dental curriculum.     

Planned change and the future of the dental education system

Dentistry today faces an environment that clearly requires changes in dental education. Future dentists must be prepared to deal with new patterns of dental disease, revised manpower requirements, and new developments in the nature of dental practice. The dental education system can best adapt to this situation by initiating a process of planned change. A well-developed literature in this area provides both a theoretical framework and a practical approach that the dental education system can follow in its planning process. In this paper, the principles of planned change are interpreted in the context of dental schools' characteristic structure, goals, leadership, and communication mechanisms. The traits of successful change and specific strategies for achieving it are offered as a means for the dental education system to build with confidence a productive and healthy future.     

The influence of "new science" on dental education: current concepts, trends, and models for the future

Advances in all aspects of science and discovery continue to occur at an exponential rate, leading to a wealth of new knowledge and technologies that have the potential to transform dental practice. This "new science" within the areas of cell/ molecular biology, genetics, tissue engineering, nanotechnology, and informatics has been available for several years; however, the assimilation of this information into the dental curriculum has been slow. For the profession and the patients it serves to benefit fully from modern science, new knowledge and technologies must be incorporated into the mainstream of dental education. The continued evolution of the dental curriculum presents a major challenge to faculty, administrators, and external constituencies because of the high cost, overcrowded schedule, unique demands of clinical training, changing nature of teaching/assessment methods, and large scope of new material impacting all areas of the educational program. Additionally, there is a lack of personnel with adequate training/experience in both foundational and clinical sciences to support the effective application and/or integration of new science information into curriculum planning, implementation, and assessment processes. Nonetheless, the speed of this evolution must be increased if dentistry is to maintain its standing as a respected health care profession. The influence of new science on dental education and the dental curriculum is already evident in some dental schools. For example, the Marquette University School of Dentistry has developed a comprehensive model of curriculum revision that integrates foundational and clinical sciences and also provides a dedicated research/scholarly track and faculty development programming to support such a curriculum. Educational reforms at other dental schools are based on addition of new curricular elements and include innovative approaches that introduce concepts regarding new advances in science, evidence-based foundations, and translational research. To illustrate these reforms, the Marquette curriculum and initiatives at the University of Connecticut and the University of Texas Health Science Center at San Antonio dental schools are described in this article, with recognition that other dental schools may also be developing strategies to infuse new science and evidence-based critical appraisal skills into their students' educational experiences. Discussion of the rationale, goals/objectives, and outcomes within the context of dissemination of these models should help other dental schools to design approaches for integrating this new material that are appropriate to their particular circumstances and mission. For the profession to advance, every dental school must play a role in establishing a culture that attaches value to research/discovery, evidence-based practice, and the application of new knowledge/technologies to patient care.     

The Arizona model: a new paradigm for dental schools

The traditional method for the delivery of didactic instruction and patient care in dental schools has come under fire from a number of sources over the past several years. The American Dental Education Association and others have outlined numerous issues impeding the swift progression of student learning through the dental curriculum. Declining state revenues allotted to dental education, the increasing shortage of dental faculty, and the management of student learning in an already overcrowded dental school curriculum have led to the investigation of strategies that address solutions to these and other shortcomings in the current milieu of dental education. To address these deficiencies, strategies for change have been suggested. This article describes the development, implementation, and assessment of a new dental school that addresses these and other challenges to the education of today's dental student, thus creating the Arizona Model. Following seven years of operation, outcomes analysis at the Arizona School of Dentistry & Oral Health has shown positive trends in controlling educational costs, a shift to a modular curriculum, increasing student clinical experiences, and, consistent with the mission of the school, producing dentists who are well prepared for dental public health service.     

Effects of the new undergraduate dental curriculum of 1979

A new curriculum for dental education was introduced in Sweden in 1979. Among other things the basic training was cut down from 10 to 9 semesters and a preregistration year in the Public Dental service was added. In this study two cohorts of dentists, one having studied under the old and one under the new curriculum, having 1 to 3 years practical experience of the dental profession, were asked to evaluate their undergraduate education as seen from a practising dentist's point of view. The results showed that the dentists trained under the new curriculum regarded their theoretical knowledge, clinical skills, and the relevance of their training generally higher than those trained under the old curriculum. However, the correlations between the old and the new curriculum with respect to the rankings of the individual subjects were high, indicating that no radical changes had occurred in the preference orders of the subjects. The self-estimated importance of different subjects for the dental profession may reflect the dentists' present working situation, e.g. the Public Dental Service or private practice.     

Development and implementation of new educational concepts in a dental curriculum

The Academic Centre for Dentistry Amsterdam introduced a fully renewed 5-year dental curriculum in September 2003. In this article, the educational principles and didactic choices that form the basis of the curriculum development are presented and attention is given to the process of development and the implementation strategy that constitute such an important part of the success of introducing a new curriculum. Special characteristics of the new curriculum are the clinical training practice, professional conduct, the elective profiles and academic education. In clinical practice, groups of students from different levels run a group practice in which they learn to work together, delegate tasks, solve clinical problems and apply evidence-based dentistry. In the new curriculum students learn to conduct themselves as professionals. In the third and in the fifth year, students choose an elective profile oriented, respectively, on research and on clinical knowledge and skills. Academic education is an important spearhead in this curriculum in which students not only learn why research is important to dentistry but also how dentists can use research to their own benefit. In development and implementation, a stepwise approach was used in which as many people as logistically possible were involved.     

Is there a need for a common framework of dental specialties in Europe?

This paper aims to promote discussion about dental specialties and post-graduate dental education in the European Union (EU). Previously, dental educators have concentrated their efforts of seeking Pan–EU convergence in undergraduate dental education. However, the impact of the enlargement of the EU, the new European Commission (EC) Directive of professional training and the Bologna Process all impact on post-graduate (specialist) just as much as on undergraduate dental education. The provisions of the new EC directive mean that, unlike new medical specialties, new Pan–EU dental specialties cannot be created purely because they exist in two-fifths of EU Member States. At present, some EU Member States recognise eight or more dental specialties, whereas others recognise none. It is suggested that changing needs and demands of patients, which reflect a general improvement in oral health, increased wealth and an aging population will place increasing demands on dentistry to provide more complex care and treatment and that the current undergraduate curriculum cannot be expanded to provide suitable training to meet these needs and demands. There is thus a need to expand dental specialist training in all EU Member States, to agree common standards for specialist education and to officially recognise a wider range of Pan–EU dental specialties. The paper concludes that in order to achieve these goals, there is a need of a better collaboration between competent authorities, including governments, universities, dental associations and the various Pan–European Scientific Specialist Organizations.     

Research utilization among dental hygienists in Sweden--a national survey

Over the last decade evidence-based practice has become increasingly important in health care as an approach to improve patient outcomes. It is vital that dental hygienists, like other health professionals, use research findings to inform clinical practice. The objective of the present study was to investigate the extent of research utilization among dental hygienists in Sweden and to investigate the relationship between level of education and factors related to research utilization. A random sample of 261 dental hygienists in Sweden, 113 with 1 year and 148 with 2-year education, responded to a postal questionnaire covering various aspects of research utilization, i.e. their attitudes towards research, availability and support for the implementation of research findings, use of research in daily practice, their activity in seeking new research findings and their participation in a range of research-related activities. Dental hygienists with 2-year education had a more positive attitude towards research, used research to a greater extent and were more active in seeking new research findings than dental hygienists with 1-year education. Overall, relatively few dental hygienists reported that they implemented research findings in practice; the most frequently reported activity concerned reading research articles in professional journals. The conclusions are that the length of dental hygiene education is a key factor influencing the application of research findings to practice. One-year education appears to be inadequate to achieve evidence-based practice. Moreover, not even two years of formal education guarantees necessary competence in research for evidence-based dental hygiene practice.     

Use of distance education in dental hygiene programs

The prevalence of distance education is steadily increasing in institutions of higher education in the United States and abroad. Colleges and universities are seeking new avenues to deliver curricula to students in remote areas and/or to nontraditional students. Distance education is a relatively new venture for dental hygiene education. The purpose of this study was to determine the prevalence and use of distance education in dental hygiene educational programs nationally. Dental hygiene directors of all associate degree and baccalaureate degree dental hygiene programs in the United States (N = 255) were mailed a fifteen-item survey regarding their use of distance education. Results of the study indicated that 22 percent of dental hygiene programs have implemented distance education. In addition, a large variety of courses are being offered by several distance education delivery methods. Thirty of the thirty-eight dental hygiene programs that responded to the survey reported that they were satisfied with their distance education initiatives. The length of time that distance education was offered by the dental hygiene program was not related to satisfaction level (p = .0795), and there was no relationship between the type of distance education used and satisfaction level (p > .05). Considering all factors involved in this study, we can conclude that distance education is being used in a substantial number of dental hygiene programs and that the majority of these programs are satisfied that distance education is an adequate alternative to traditional "brick and mortar" approaches.     

The physicians assistant: a new breed of dental educator.

This article presents the concept of the physicians assistant as a new manpower source for teaching physical diagnosis in the dental school curriculum, and describes the role of the physicians assistant at The University of Oklahoma College of Dentistry. The education and training of the physicians assistant are explored, and his or her qualifications for teaching this type of course are considered. The advantages and cost effectiveness of using this type of educator, rather than a physician, are discussed. Finally, the positive impact of these new educators at Oklahoma is reviewed. Based on our experience, we suggest that other colleges of dentistry investigate this new manpower resource.     

A new format for dental education

Three trends that have been with dental education for a number of years are identified: a crowded curriculum, promising growth in the biological understudying of oral conditions, and disparities in access to oral health care among Americans. To address these influences, a restructuring of dental education in the U. S. is proposed. Among the changes called for are bringing biomedical science education in the first two years of dental school to parity with medical school education, increasing the time and quality of extramural clinical education, and adding a mandatory year of postdoctoral education.     

Dental school faculty perceptions of and attitudes toward the new dental therapy model

The University of Minnesota School of Dentistry launched its new dental therapy program in September 2009 after the Minnesota state legislature had authorized the training and practice of a dental therapist in May of the same year. The creation of this mid-level dental provider is seen as a workforce solution to help address the problem of access to dental care experienced by some members of our society. However, there is a lack of consensus and even controversy in organized dentistry about dental therapy, one of the mid-level provider models. This study explored the attitudes and perceptions of dental school faculty members who have been tasked to prepare these new dental therapists to do their work. Focus groups were conducted with a randomly selected group of faculty members, the results of which were used to develop a survey of faculty members in all departments of the school. A total of 151 faculty members responded to the survey: 68 percent of these respondents were fifty-one years of age or older; 79 percent were male; and 39 percent were full-time and 61 percent part-time. Fifty-four percent were clinical faculty members, and the rest taught in the preclinical courses and basic sciences. The study found that these dental faculty members believe dentists have a personal responsibility in the care of the underserved but do not agree that the dental therapists are part of the solution to improve access. There was a clear divide between the part-time faculty members, who practice outside the institution, and the full-time educators with regard to the role of dental therapists. However, there was an overall consensus that dental faculty members have a commitment and responsibility to educate future dental therapists regardless of their personal position. This is encouraging to dental therapy students, who can be assured that they will receive the education they need to prepare them to practice.     

Perspectives on dental education in the Nordic countries

The object of this review is to discuss the state of dental education and describe current developments at dental schools in the Nordic countries. The main focus is the undergraduate dental education; however, the postgraduate system will also be addressed. The curriculum model for undergraduate dental education in the Nordic countries is based upon the odontological tradition. The influence of biomedicine on dental education is increasing at present due to scientific and medico-technological developments and the altered disease profiles of oral and systemic diseases. These circumstances create new possibilities for dental education, but at the same time they raise some problems. In the long-term, the strong biomedical influence on dental education will be an advantage to future dentists' function and tasks in health care systems in the Nordic countries. In the short term, it may result in an identity crisis for dental schools, students, and our profession, as we experience the evolution from the traditional odontological curriculum model to one significantly influenced by ongoing changes in the biomedical field. Continuing professional education and advanced training in clinical specialties are likely to play important roles in this evolution.     

High-performance photoinitiating systems for new generation dental fillings

ObjectivesTo obtain new generation dental composites with improved performance properties compared to currently available dental fillings on the market and to determine the influence of new initiating systems on final product parameters such as degree of cure, hardness, color, and shrinkage.MethodsIn order to verify the effectiveness of the developed initiating systems, typical spectroscopic, electrochemical, and kinetic studies using the real-time FT-IR method were shown. Moreover, paste dental fillings were prepared, the compositions were irradiated with the dental lamp, and the degrees of cross-linking were measured by Raman spectroscopy. The polymerization shrinkage was also determined using the rheometer. In addition, their hardness was examined on the Shore scale. Finally, the color analysis of the composites in the L*a*b* color space was compared with the VITA CLASSIC colorant.ResultsIt was shown that, due to their excellent spectroscopic and electrochemical properties, new quinazolin-2-one can act as co-initiators in cationic and radical photopolymerization. It was demonstrated that the most effective composite containing the initiator system in the form of 3-SCH₃Ph-Q, IOD, MDEA, and an inorganic filler as nanometric silica and a bonding agent is cured more than 90% after just 1 cycle of dental lamp exposure (30 s), the hardness of the composite after curing on the Shor Scale is 82 ± 4, and the polymerization shrinkage is less than 2.8%.SignificanceThe article demonstrates effective new initiator systems as an alternative to CQ/amine for obtaining new-generation dental composites. The developed dental composites are a big competition to the currently used dental fillings on the market.