Embryology and histology education in North American dental schools: the Basic Science Survey Series.

As part of the Basic Science Survey Series (BSSS) for Dentistry, members of the American Dental Education Association (ADEA) Anatomical Sciences Section surveyed faculty members teaching embryology and histology courses at North American dental schools. The survey was designed to assess, among other things, curriculum content, utilization of laboratories, use of computer-assisted instruction (CAI), and recent curricular changes. Responses were received from fifty-nine (88.1 percent) of the sixty-seven U.S. and Canadian dental schools. Findings suggest the following: 1) a trend toward combining courses is evident, though the integration was predominantly discipline-based; 2) embryology is rarely taught as a stand-alone course, as content is often covered in gross anatomy, oral histology, and/or in an integrated curriculum; 3) the number of contact hours in histology is decreasing; 4) a trend toward reduction in formal laboratory sessions, particularly in embryology, is ongoing; and 5) use of CAI tools, including virtual microscopy, in both embryology and histology has increased. Additionally, embryology and histology content topic emphasis is identified within this study. Data, derived from this study, may be useful to new instructors, curriculum and test construction committees, and colleagues in the anatomical sciences, especially when determining a foundational knowledge base.

Applicant-interviewer gender concordance and the decision to enroll in dental school.

To increase the yield of females in the entering class, the executive admissions committee at a private West Coast dental school instituted gender-concordant applicant-interviewer dyads. Supported by Tajfel's social identity theory, members of the committee assumed that female applicants interviewed by female faculty interviewers were more likely to enroll than females interviewed by male interviewers. The purpose of this study was to test that assumption. Data were collected on all accepted applicants (n=1,192) and all faculty interviewers (n=43) for the 2001-05 entering classes and analyzed with chi square. Results revealed no relationship between applicant-interviewer gender concordance and the decision to enroll at the school. Although these findings suggest that applicant-interviewer gender concordance does not play a significant role in the enrollment decision, additional research is recommended on which factors are important to women in deciding to enroll at a particular dental school.

Use and perceived effectiveness of student support services in a first-year dental student population.

The purpose of this study was to determine the severity of problems common to the first year of dental school and to assess the use and perceived effectiveness of formal and informal peer and professional support programs in addressing those problems. First-year students at one California dental school were surveyed on the severity of problems encountered, support services used, and perceived effectiveness of services. Results indicated that the problems perceived as most serious by students in this sample were of an emotional nature relating to academic performance. Findings showed that students relied heavily on themselves and on informal advice from peers to handle problems and that they perceived these resources to be very effective. Findings also showed that low-ranking students used both formal and informal resources to resolve problems and that females used resources outside of the school more than males did. Results of the study offer some evidence to support providing both formal and informal peer and faculty support programs for first-year dental students. Results also provide insight into the use of peers and "self" to resolve problems common to the first year of dental education.