• D J Fasbinder, D R Heys, G R Holland, Akshay Keerthy, Carol Anne Murdoch-Kinch, and Marita R Inglehart.
• Dr. Fasbinder is Clinical Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry, University of Michigan; Dr. Heys is Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry, University of Michigan; Dr. Holland is Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry and Professor of Cell and Developmental Biology, Medical School, University of Michigan; Mr. Keerthy is a Research Assistant, Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan; Dr. Murdoch-Kinch is Associate Dean and Clinical Professor of Dentistry, Department of Oral and Maxillofacial Surgery/Hospital Dentistry, School of Dentistry, University of Michigan; and Dr. Inglehart is Professor, Department of Periodontics and Oral Medicine, School of Dentistry and Adjunct Professor, Department of Psychology, College of Literature, Science, and Arts, University of Michigan.
• J Dent Educ. 2015 May 1; 79 (5): 510-22.

AbstractGrand Rounds are widely used in medicine for educating students comprehensively about clinical issues. The aim of this study was to explore the value of Grand Rounds for introducing first- (D1) and second-year (D2) dental students to an interdisciplinary approach to dental care. The objectives were to explore how interested students were in various topics, which topics they would like to see addressed in future sessions, which aspects they liked/disliked, how they evaluated the program components, and how they evaluated the outcomes. Data were collected from D1s at the end of the Year 1 fall term and from D1s and D2s at the beginning and end of the Year 1 winter term and at the end of Year 2. Response rates for most of the groups ranged from 88% to 100%, but response rates for surveys at the end of the study period fell to 40% and 32%. The results showed that the students were most interested in clinical topics that were presented in an interdisciplinary way. Their suggested topics ranged from specialty-specific issues to treatment-related topics such as implants and cosmetic dentistry. The open-ended responses showed that students liked learning differing perspectives on these topics, but disliked the course-related assignments and the preparation work in small groups. The closed-ended responses showed that the students appreciated the in-class presentations by experts and evaluated the course as helpful in informing them about the complexity of issues and the importance of the interplay between basic and clinical sciences. Educating future dentists in a way in which they embrace interdisciplinary approaches is challenging. Using the Grand Rounds concept could be one approach to increasing students' awareness of the importance of interdisciplinary work.

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