Journal of dental education
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The nature of tenure eligibility requirements for faculty has changed in recent years. The purpose of this study was to review the current tenure policies among U. S. dental schools. ⋯ S. dental schools. The survey produced thirty-seven completed questionnaires for a response rate of 70 percent. Among the results of the survey were: a) the most prevalent probationary period was seven years; b) faculty were expected to have a minimum of six to 15 publications to obtain tenure; c) only 39 percent of schools were perceived to offer a financial guarantee along with the award of tenure; and d) 69 percent of the schools offered an alternative track for selected full-time faculty.
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Comparative Study
Results of the National Dental Examining Board of Canada written examination and implications for certification.
In 1994, following a request from the ten Provincial Licensing Authorities, the National Dental Examining Board of Canada (NDEB) implemented significant changes to the certification process for dentists seeking a license to practice in Canada. Prior to 1994, graduates of accredited Canadian dental programs were certified without further examination while graduates of United States and other international programs (non-Canadian, non-U. S.) were required to complete successfully a written and three-phase clinical certification examination. ⋯ This level of candidate performance and changes to the respective accreditation processes supported the formal agreement providing reciprocal recognition of dental accreditation in Canada and the United States. As of January 1, 1997, graduates of dental programs in Canada and the United States are required to take the same certification examination while international graduates are required to complete a different certification process. These changes to the certification process were ratified by all ten Provincial Licensing Authorities, therefore maintaining a system of national portability for dental licensure in Canada that does not require preclinical or clinical board examinations for graduates of accredited North American dental programs.
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A survey was sent to the physiology course directors of the fifty-three dental schools in the continental United States. Information was collected regarding the type of instructional arrangements, course content and emphasis, and amount and type of nondidactic instruction. Responses were obtained for forty-eight courses, all of which covered the core topics of physiology, although twelve schools taught neurophysiology as part of a neuroscience course. ⋯ Courses combining dental students with other nonmedical professional students used mainly didactic instruction. While most dental school physiology courses continue to rely on traditional didactic instruction, a few schools integrate physiology with other basic science and clinical courses, include problem-solving exercises, and offer advanced physiological topics during the clinical years. Consequently, there is considerable potential for change in predoctoral physiology instruction.