Journal of dental education
-
Critical thinking skills are essential for the successful dentist, yet few explicit skillsets in critical thinking have been developed and published in peer-reviewed literature. The aims of this article are to 1) offer an assessable critical thinking teaching model with the expert's thought process as the outcome, learning guide, and assessment instrument and 2) offer three critical thinking skillsets following this model: for geriatric risk assessment, technology decision making, and situation analysis/reflections. For the objective component, the student demonstrates delivery of each step in the thought process. ⋯ The model was thus judged to be successful for students to demonstrate critical thinking skillsets in the course settings. Students consistently delivered each step of the thought process and were nearly as consistent in grasping the principles behind each step. As more critical thinking skillsets are implemented, a reinforcing network develops.
-
Historical Article
Trends in Behavioral Sciences Education in Dental Schools, 1926 to 2016.
This article outlines the journey of behavioral sciences education from a multidisciplinary array of topics to a discipline with a name, core identity, and mission in dental schools' curricula. While not exhaustive, it covers pivotal events from the time of the Gies report in 1926 to the present. ⋯ Suggestions for future directions for behavioral sciences and new roles for behavioral sciences faculty in dental schools are proposed. This article was written as part of the project "Advancing Dental Education in the 21st Century."
-
This article provides an overview of the status of students applying to and enrolling in dental schools in the United States over a ten-year period from 2004-05 to 2014-15. The data are mainly drawn from published reports of the American Dental Association (ADA) and American Dental Education Association (ADEA). This overview includes trends on tuition levels, diversity in enrollment, and debt levels of students upon graduation as well as students' satisfaction with their education. This article was written as part of the project "Advancing Dental Education in the 21st Century."
-
Historical Article
The 21st-Century Dental Curriculum: A Framework for Understanding Current Models.
This article provides an overview of the emergence of professional education and academic dentistry, in particular into the comprehensive research university. The development of academic dentistry as a vital member of the academic health center at the research university and beyond is described. Summaries are provided of major studies and innovations in dental education models and curricula, ranging from the Gies report in 1926 to the 1995 Institute of Medicine study Dental Education at the Crossroads, the U. ⋯ The article also tracks changes in number and institutional affiliation of U. S. dental schools. This article was written as part of the project "Advancing Dental Education in the 21st Century."
-
Interprofessional education (IPE) is a widely recognized and critical component of dental and health professions education and is included in two of the predoctoral education standards required by the Commission on Dental Accreditation (CODA). Following a review of the literature on the state of IPE education in U. S. dental education programs, this article revisits six institutions identified in previous research as exemplars successfully implementing IPE on their campuses. ⋯ Strengths and weakness of IPE in dental education are discussed, along with opportunities for the future including reducing barriers to scheduling, increasing intraprofessional education, and consistent outcomes assessment. The article concludes with lessons learned by administrators and suggestions for improving incorporation of these requirements into predoctoral dental education programs by emphasizing the importance of IPE and dentistry's role in overall health. This article was written as part of the project "Advancing Dental Education in the 21st Century."