• Linda Y Zheng, Barry R Rifkin, Andrew I Spielman, Lucille London, and Steven D London.
• Linda Y. Zheng, BS, is a fourth-year dental student, School of Dental Medicine, Stony Brook University; Barry R. Rifkin, DDS, PhD, is Professor, Oral Biology and Pathology, School of Dental Medicine, Stony Brook University, and Professor Emeritus, New York University; Andrew I. Spielman, DMD, MS, PhD, is Professor and Interim Chair, Department of Basic Science and Craniofacial Biology, College of Dentistry, New York University; Lucille London, PhD, is Acting Chair and Associate Professor, Oral Biology and Pathology, School of Dental Medicine, Stony Brook University; and Steven D. London, DDS, PhD, is Professor, Oral Biology and Pathology, School of Dental Medicine, Stony Brook University.
• J Dent Educ. 2019 Sep 1; 83 (9): 1065-1075.

AbstractThe aim of this study was to assess the development of personalized dentistry in the curricula of North American dental schools from 2014 to 2017. In 2014, a web-based survey on personalized medicine/dentistry (PM/PD) was distributed to academic deans of all U.S. (n=65) and Canadian (n=10) dental schools with graduating classes. The results (n=42; 56% response rate) showed that few schools had plans for implementation of PM/PD at the time, even though the majority of respondents reported feeling that PM/PD should be taught in the curriculum and will impact clinical practice in the future. A three-year followup survey in 2017, sent to the same 75 schools, was designed to reassess the teaching/practice of PM/PD in dental schools in both didactic and clinical curricula. In the results of the 2017 survey (n=30; 40% response rate), the majority of respondents reported feeling that PM/PD should be taught in dental curricula. However, while most respondents indicated their schools did not teach PM/PD as a portion of their didactic curricula, they reported that specific pertinent PM/PD topics were taught as part of other courses in their curricula. The 2017 survey also evaluated the use of seven genetics-based and eight non-genetics-based PM/PD diagnostics in the schools' clinical curricula. Overall, non-genetics-based diagnostics were used more often than genetics-based diagnostics, and the use of genetics-based diagnostics was more prevalent in postgraduate than predoctoral clinics. Personalized dentistry will inevitably be part of the dental professional's future and should be reflected in basic science research, clinical settings, and dental school curricula in both predoctoral and postgraduate programs.

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