• Kneka P Smith, Janet L Woldt, Wayne W Cottam, and Robert A Cederberg.
• A.T. Still University, Arizona School of Dentistry & Oral Health, 5850 E. Still Circle, Mesa, AZ 85206, USA.
• J Dent Educ. 2011 Jan 1; 75 (1): 3-12.

AbstractThe 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.

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