• Satheesh Elangovan, Shankar Rengasamy Venugopalan, Sreedevi Srinivasan, Nadeem Y Karimbux, Paula Weistroffer, and Veerasathpurush Allareddy.
• Dr. Elangovan is Assistant Professor in Periodontics, University of Iowa College of Dentistry & Dental Clinics; Dr. Venugopalan is Assistant Professor in Orthodontics, University of Missouri-Kansas City School of Dentistry; Dr. Srinivasan is Assistant Professor in Orthodontics, University of Iowa College of Dentistry & Dental Clinics; Dr. Karimbux is Associate Dean for Academic Affairs and Professor of Periodontics, Tufts University School of Dental Medicine; Dr. Weistroffer is Clinical Associate Professor in Periodontics, University of Iowa College of Dentistry & Dental Clinics; and Dr. Allareddy is Associate Professor in Orthodontics, University of Iowa College of Dentistry & Dental Clinics. satheesh-elangovan@uiowa.edu.
• J Dent Educ. 2016 Mar 1; 80 (3): 281-90.

AbstractThe integration of basic and clinical sciences in dental curricula enhances the application of basic science principles to clinical decision making and improves students' critical thinking. The aim of this study was to define the characteristics of U.S. dental schools' curricula with regard to level of course integration and degree of incorporation of problem-based and case-based learning. A second aim was to propose a dental curriculum that supports effective integration of courses and addresses some of the concerns facing academic dentistry. A survey was sent to 58 academic deans in U.S. dental schools. The survey included questions about integrating courses in the schools' curricula and major changes in curricular structure or teaching pedagogy that respondents anticipated in the immediate future. A total of 31 schools responded to the survey, for a 53.4% response rate. The results showed that three-quarters of the responding schools still teach basic and clinical sciences separately, although 61.3% reported having an integrated curriculum. Among the responding schools, 16 had a PBL component integrated into their curricula (two had integrated PBL in all courses and 14 used a hybrid PBL approach). Two schools had CBL integrated in all courses, and ten had CBL integrated in >75% of courses. Only slightly more than half agreed that their curricula foster students' thinking "outside the box." Faculty shortages and lack of protected time and resources were the most frequent reasons given for a lack of integrated courses. The integrated model proposed in this article has the potential to provide a low stress environment for students and to address important issues like faculty shortages.

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