Journal of dental education
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The small number of minorities in the field of dentistry is a serious concern. While the United States as a whole has become more diverse with minorities making up 25 percent of the total U. S. population, only a handful (14 percent) are currently practicing dentistry, and only 11 percent entering dental schools are underrepresented minorities. ⋯ In addition, four in-depth interviews were held with faculty advisors who teach, mentor, and recruit minority students. The major findings of the study are as follows: 1) early and frequent exposure to dentistry and dentists in practice is essential for minority students to consider this profession; 2) while many dental schools have earnestly tried to recruit minority applicants, most URM students find out about dental programs by a family member or friend and not as a result of an intentional recruiting effort; and 3) hearing directly from minority students could be a solid first step in understanding the dental school experience from a different vantage point. This study has important implications for the methods dental schools use to both recruit minority students and foster a learning environment that is sensitive to students from diverse backgrounds.
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This study examined the current format of curricula at North American dental schools, determined curriculum evaluation strategies, and identified recently implemented changes as well as planned future innovations. The academic affairs deans of sixty-four North American dental schools received an email survey in August 2002; a second, follow-up survey was sent to nonresponders in February 2003. Online responses were collected and analyzed using SurveyTracker software. ⋯ There were virtually no differences between the responses of Canadian and U. S. dental schools. The results of this study help to broadly characterize dental curricula at North American dental institutions and identify curriculum modifications anticipated by the academic dean respondents.
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Sixty-seven third-year dental students in Dunedin, New Zealand, participated in a communication skills course, using simulated patients, case-based scenarios, videotaped interviews, and class roleplays. The course introduced active listening techniques, taking a medical history, and emotion-handling skills. ⋯ Retrospective ratings indicated that the students considered communication skills to be significantly more important as a component of their undergraduate training after completion of the course than prior to it. As might be expected, students whose ratings were higher after the course also reported that the course helped them to develop new communication skills and techniques; increased their interest in the subject and their self-confidence; rated the tutor as more effective and the course materials as more helpful; and considered the course to be significantly more stimulating than those students whose ratings of the importance of communication skills remained the same or decreased.
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In June 2003 the U. S. Supreme Court upheld the constitutionality of using race as a factor in higher education admissions decisions. ⋯ State organized dentistry officials did not appear to be as aware as others of the rulings, whereas legislators were mixed in their responses. Except for the University of Michigan undergraduate admissions procedures, it remains to be seen what the impact will be for other higher education institutions and for academic dental institutions. Although the rulings have provided guidelines for achieving diversity using race/ ethnicity as one of several factors, the rulings will possibly be challenged, thus requiring vigilance on the part of parent institutions and their ADI to ensure compliance with the spirit of the rulings and to avoid attack from opponents of affirmative action.