• Lucinda Lyon, Lisa E Itaya, Terry Hoover, Mark T Booth, and Nader Nadershahi.
• Dr. Lyon is Chair, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Itaya is Group Practice Leader, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Hoover is Vice Chair, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; Dr. Booth is Group Practice Leader, Department of Dental Practice, Arthur A. Dugoni School of Dentistry, University of the Pacific; and Dr. Nadershahi is Dean, Arthur A. Dugoni School of Dentistry, University of the Pacific. clyon@pacific.edu.
• J Dent Educ. 2017 Aug 1; 81 (8): 929-936.

AbstractIn today's dental education environment, a humanistic culture is an expectation for all U.S. dental schools, codified in 2013 by its inclusion in the Commission on Dental Accreditation's standards for accreditation. The University of the Pacific Arthur A. Dugoni School of Dentistry has made an active commitment to humanism since the mid-1970s. The aim of this study was to determine how well the school's students and faculty and staff members perceived the school was living up to its formal aspirational values and who was benefitting from the humanistic culture. Using an electronic survey, data were collected from a total of 195 students, faculty members, and staff members in 2014. Respondents were 15% of the 492 full- and part-time faculty members; 9% of the total student population of 540; and 29% of 255 staff members. In the responses, humanism was described as manifest by attributes such as caring, understanding, respect, and compassion. Although the findings confirmed the value of a humanistic culture, some portions of the school's formal definition and goals, such as good work ethic, professional responsibility, high ethical standards, increasing independence, and attainment of competence, appeared less frequently in responses. Authentic assessment of institutional culture proved challenging. Focus groups offered additional ways to assess how effectively the school lives its core value of humanism. There was recognition that more varied, robust methods were needed to assess institutional alignment with stated goals for a humanistic learning environment.

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