Student support services: Perceptions and recommendations for the next generation.

PURPOSE: Student support services/student affairs are central to the student academic experience and success at US and Canadian dental schools. This manuscript evaluates student and administrator perceptions of support services and offers recommendations for best practices in student services in predoctoral dental education to help institutions improve the student experience. METHODS: A survey of administrators and dental students found perceptions of student support services vary between these groups. RESULTS: Seventeen student services administrators and 263 students started the survey, and 12 administrators and 156 students completed the full survey. Survey comments indicated access to student support services is a concern. Results of the student survey, in conjunction with current literature, were utilized to develop recommendations for dental student support services. CONCLUSION: Recommendations for student support services in dental schools include accessibility of student services, and ensuring students have access to support in the domains of wellness, academic support, and peer support as well as implementation of humanistic practices. Wellness supports should include behavioral health services, physical health services, and access to mindfulness interventions. Academic support services should include study skills, time management training, and academic supports such as tutoring. Structured peer support programs should also be implemented. Dental schools should also be mindful of the changing support needs of incoming dental students.

Dental student success: The predictive value of first-year grades.

PURPOSE/OBJECTIVES: This study investigates the relationship between first-year grades and cumulative grades at the end of dental school to explore trends in academic performance in the predoctoral dental curriculum. The objective of this research is to provide information to inform student support efforts for predoctoral dental programs. METHODS: Academic records for 156 students who completed their first year (D1) of predoctoral dental education in 2015/2016 were reviewed. The analysis reviews outcomes at the end of D1 and the end of the 4-year curriculum. The outcomes of this study are grade point average (GPA) at the end of the 4-year traditional dental school curriculum, grouped as basic science, preclinical, preclinical laboratory, translational, and clinical. Regression analyses were performed for each outcome. A GPA change of 0.5 was employed to demonstrate change, as it represented half a letter grade. RESULT: The analysis found first-year grades to be related to 4-year academic outcomes. For example, a 0.5-grade point score increase in the first-year basic science GPA was associated with a 0.503 increase in basic science GPA. However, a 0.5-grade point increase in first-year annual GPA was associated with a 0.084 increase in the clinical science GPA. First-year annual GPA was the only significant predictor variable for overall 4-year GPA; a 0.5-grade point increase in the first-year annual GPA was associated with a 0.386 increase in overall GPA. CONCLUSION: The results of this study suggest that academic and personal support in the first year of dental school is paramount in supporting student success in predoctoral dental education.

Recommendations for remaining agile in the face of a dental faculty workforce shortage.

PURPOSE: Dental education is facing a faculty workforce shortage. Lack of preparation risks faculty, student, and staff morale and is an impediment to institutional growth and innovation. Administrators and faculty must consider strategies to better prepare for, and be successful within, a faculty shortage environment. METHODS: We review strategies utilized by health professional institutions that have confronted faculty workforce shortages. RESULTS: These strategies were grouped into four domains reflecting the organizational units that typically direct and initiate change within dental education institutions: budget and finance, human resources, organizational structure, and curricular structure. Recommendations using a four-pronged approach based on these domains have been developed for remaining agile in the face of a faculty workforce shortage. CONCLUSIONS: Local needs assessments and strategic planning are the first steps in highlighting institutional strengths and identifying gaps within each of the domains. Faculty development and retention efforts, as well as increasing curricular efficiencies, are essential for success across all domains.

Growing future clinicians: Can the seeds of admission data determine success?

PURPOSE: Most students entering dental school have outstanding academic credentials. Despite this, some students face academic difficulties throughout their dental education. The study investigates outcomes at the end of the first-year and the end of the 4-year curriculum. METHODS: This study reviewed data from 177 students in the entering classes of 2015 and 2016. The regression models included 156 students who completed the 4-year curriculum on the traditional timeline. RESULTS: Undergraduate cumulative GPA had a significant association with dental school outcomes in 4-year biomedical science GPA, translational science GPA, and clinical science GPA (increase of 0.31, 0.31, and 0.08 for a one-unit increase in undergraduate GPA). A one-unit increase in DAT was reflected in increased in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.04, 0.06, and 0.10, respectively). Conversely, a one-unit increase in failure or withdrawal from undergraduate courses was associated with decreases in first-year biomedical science GPA, preclinical science GPA, and cumulative GPA (0.08, 0.09, and 0.08, respectively). The only significant relationship for clinical science (patient care) GPA was cumulative undergraduate GPA (0.08 increase per unit). CONCLUSION: The results of this study suggest students who are extremely strong academically in college will be strong throughout dental school and suggest benefits of targeted services for academically at-risk students. Due to the limited association of admission records to clinical grades, the results support holistic admission processes.

Outcomes of a 2-year, 5 cohort faculty development program.

INTRODUCTION: A grant-funded faculty development program, From Practice to Preceptor (FP2P), sought to recruit and train diverse general and pediatric dentists to become dental faculty from 2012-2018. This study is an evaluation of this completed initiative and offers an initial review of long-term outcomes of the program. METHODS: Over 5 entering cohorts, 133 practitioners applied to the program and 45 were accepted. A 2-year training program used classroom and hands-on training to prepare practitioners for the occupational demands of academia. Program participants were offered pre- and post-surveys to evaluate their perceived preparedness in faculty competencies identified by the program. Participants were also sent an alumni survey, and employment was tracked by the host institution. RESULTS: Most (43 of 45) participants completed the program. Pre- and post-survey results were received from 24 of 30 (80%) participants in Cohorts 2, 3, and 5, and used for this analysis. The results suggest the program participants' perception of their ability to work effectively as faculty members in administrative, teaching, and clinical arenas increased. Over half of the program completers obtained employment as dental faculty. A majority of (19/26, 73%) program completers who responded to the alumni survey indicated the skills and knowledge gained in the program were useful to their current employment. CONCLUSION: The FP2P program evaluation results indicate a long-term faculty training program may be a useful methodology for recruiting and training current dentists to work in academic dentistry.

Outcomes from the Health Resources and Services Administration's Dental Faculty Development Program.

PURPOSE/OBJECTIVES: While the Commission on Dental Accreditation (CODA) requires programs to conduct faculty development, implementation of faculty development activities vary widely. Faculty development programs can enhance teaching, research, and leadership skills needed to transition from clinical practice to teaching. In 2012, the Health Resources and Services Administration (HRSA) funded 6 institutions to plan, develop, and operate programs for training oral healthcare providers who plan to teach in general, pediatric, public health dentistry, or dental hygiene. This performance study examines the results of the dental faculty development programs. METHODS: After the 5-year grant program (2012-2017), we used descriptive analysis to examine annual performance data including trainee demographics, faculty development activities, post-completion intentions, and course development activities. RESULTS: Nearly 300 trainees participated across 6 funded grantees; the majority were female, aged 30-49 years, and non-Hispanic White. For those who completed, 80% intended to teach. Common faculty development activities included community-based training, curriculum enhancements, Web-based training, and interprofessional education methods. Faculty development modalities included faculty seminars, Master's degrees, and mentoring. Pipeline activities, online resources, and continuing education supported dental students and providers moving into academics. CONCLUSIONS: Faculty development better prepares individuals to compete in academic environments and develop faculty. Community-based programs may utilize faculty development to recruit community preceptors and achieve calibration. HRSA investment in faculty development programs builds resources and infrastructure to promote continuing engagement in clinical education, research, and administrative skills. Future research is needed to establish the impact of faculty development initiatives on practice change and patient outcomes.

Development, implementation, and early results of a 4-year interprofessional education curriculum.

This article seeks to outline the implementation of a longitudinal interprofessional education (IPE) program in the predoctoral curriculum at a U.S. dental school. The challenges of implementing the curriculum in a complex environment are reviewed, and an overview of the 4-year curriculum is offered, including exposure, immersion, and clinical readiness components. Results of developmental evaluations are reviewed. Respondents to surveys regarding the capstone case conference experiences overwhelmingly suggest the conferences were educationally rewarding as well as enriching for each of the health professions represented. While response was limited, alumni surveys also indicate satisfaction with the IPE experience. A discussion of challenges and suggestions regarding successful implementation and expansion of IPE programs from didactic to clinical settings are also included.

Elements of Undergraduate Education Related to Students' Academic Performance in the First Year of Dental School.

The aim of this study was to improve understanding of predictors of student success in dental school. A total of 178 student records from the Classes of 2015 and 2016 at a U.S. dental school were reviewed for this retrospective study. The records assessed included admissions files with such elements as scores on the Dental Admission Test (DAT), participation in a pipeline program, and undergraduate transcripts; academic records from the first term of dental school (class rank, course remediation, and withdrawal/dismissal from dental school); and National Board Dental Examination (NBDE) Part I results. The results showed that the DAT Perceptual Ability Test was positively related to performance in the first term of dental school (p=0.030). The DAT Academic Average (p<0.0001) and participation in a pipeline program (p=0.006) were found to be predictors of performance in the lower 25% of the class by end of first term rank. Taking organic chemistry in a summer term during undergraduate study was identified as a predictor variable for dismissal, withdrawal, or entry into a decompressed curriculum (p=0.025). Although this analysis found that traditional predictors of academic success in dental school were associated with strong academic performance in the study sample, it also provided a more complex assessment of factors that may be associated with students who struggle in the first year. As the vast majority of students in this sample successfully completed dental school, the results were not sought to inform admissions criteria, but rather to help academic and student affairs officers identify at-risk students in order to offer timely intervention.

The Effect of Undergraduate Coursework on Students' Performance in the First Year at a U.S. Dental School.

The aim of this study was to determine if there was a relationship between students' academic history and their performance in the first year of dental school, with a focus on academic load in undergraduate education. A total of 174 student records from the Rutgers School of Dental Medicine Classes of 2011 to 2018 were analyzed. These records included students at the top and bottom of each class at the end of their first term of study. Outcomes were broad measures of student success: student continued in curriculum, student withdrew/was dismissed, or student remediated at least one course. In the comparison of the top and bottom ten students across the classes, the following variables were found to be significant: Barron's score of undergraduate institution, undergraduate science GPA, number of failures or withdrawals from science courses during undergraduate education, DAT scores, and underrepresented minority status. The results of this study are not meant to inform the admissions process, but to highlight opportunities for enhancing student services via early identification of students who may benefit from additional academic support while in dental school.

Integrating Social Determinants of Health into Dental Curricula: An Interprofessional Approach.

Approaching patient care from a holistic perspective, incorporating not only the patient's medical and dental history but also psychosocial history, improves patient outcomes. Practitioners should be trained to provide this style of care through inclusive education, including training working on interprofessional teams. A component of this education must incorporate social determinants of health into the treatment plan. Social determinants of health include income, race/ethnicity, education level, work opportunities, living conditions, and access to health care. Education regarding social determinants of health should be woven throughout dental curricula, including hands-on application opportunities. This education must extend to patient care situations rather than be limited to didactic settings. This article explains the need to incorporate social determinants of health into dental education and illustrates how social determinants education is being addressed in two U.S. dental schools' curricula, including how to weave social determinants of health into interprofessional education. These descriptions may serve as a model for curricular innovation and faculty development across the dental education community.

An Innovative, Comprehensive Faculty Recruitment and Development Program at One U.S. Dental School: Early Results.

Dental faculty recruitment and development are critical to replenish and cultivate sufficient and adequately prepared educators to educate future generations of dentists. At Rutgers School of Dental Medicine, the From Practice to Preceptor (FP2P) program, now in the last of its five years of funding from the U.S. Health Resources and Services Administration (HRSA), has an overall aim of recruiting, training, and retaining a diverse and well-prepared dental faculty workforce. The FP2P program introduced novel methods for recruiting and preparing new faculty members since its goal is to help participants transition from being practicing dentists to becoming part- or full-time faculty members. The recruitment and selection process has emphasized reaching community practitioners in general or pediatric dentistry, individuals from underrepresented groups, and those with a passion for teaching. The two-year program with weekly meetings was designed to develop participants' skills to meet the teaching, clinical, and administrative roles of dental faculty. The aims of this study were to determine if the program recruitment methods used would result in participants who were more ethnically and racially diverse than the school's current faculty and to determine if, after training, participants perceived they had increased knowledge, skills, and abilities in specified areas as compared to before training. Participants completed pre- and post-program surveys assessing their perceived level of preparedness in critical competencies for dental faculty. Surveys were completed by 94% of participants in cohorts one through four; 75% (n=15) of cohorts two and three completed both the pre- and post-program surveys, which were used for this analysis. Over 30% of the 35 participants to date were from an underrepresented group. Survey results suggest the participants increased their perceived preparedness in administrative, clinical, and educational competencies. Follow-up is needed to ascertain how many go on to become dental educators and whether they are better prepared to succeed as new faculty compared to nonparticipants.