ADEA-ADEE Shaping the Future of Dental Education III: Assessment in competency-based dental education: Ways forward.

Assessment in competency-based dental education continues to be a recognized area for growth and development within dental programs around the world. At the joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, the workshop on assessment was designed to continue the discussion started in 2017 at the ADEA-ADEE Shaping the Future of Dental Education II.1 The focus of the 2019 conference involved examining the potential of entrustable professional activities (EPAs) and current thinking about workplace-based assessment (WBA) within competency-based education in the 21st century. Approximately 30 years ago, George Miller wrote about the assessment of competence in medical education and challenged faculty to reach for higher levels of assessment than knowledge or skill.2 Acknowledging that no one assessment method can result in a valid assessment of competence, Miller proposed a four-level framework for assessment. The lowest level involves measuring what students know ("knows"), followed by assessment of the skill with which knowledge is applied in relevant tasks or problems ("knows how"). Next is an assessment of task performance in standardized settings ("shows how"), and finally, the highest level assesses the student's performance in the unstandardized clinical workplace ("does"). The 2019 assessment workshop focused on advances in the assessment of learners in the unstandardized workplace-the highest level of Miller's assessment pyramid ("does"). Research has shown that dental education has struggled to implement assessment strategies that meet this level.3 The workshop brought together individuals from around the world, with an interest in assessment in dental education, to consider how assessment in the "does" level, specifically EPAs and WBA, factors into competence assessment in dentistry/dental education.

ADEA-ADEE Shaping the Future of Dental Education III: From interprofessional education to transprofessional learning: Reflections from dentistry, applied linguistics, and law.

The World Health Organization has indicated that Interprofessional Education (IPE) occurs when "students from two or more professions learn about, from, and with each other".1 These IPE experiences are widely thought to provide students with the opportunity to learn and practice the knowledge, skills, behaviors and attitudes that will ultimately translate into the provision of safer, higher quality, team-based patient care when they become health care practitioners in collaborative care environments. At the joint American Dental Education Association (ADEA) and Association for Dental Education in Europe (ADEE) 2019 Shaping the Future of Dental Education III conference in Brescia, Italy, delegates explored the concept of transprofessional learning, where students learn skills across a wider range of professions than health professions alone. The workshop continued the dialogue that began during the 2017 ADEA-ADEE Shaping the Future of Dental Education II conference in London, England as previously reported by Davis et al.,2 and explored the use of transprofessional learning through the lenses of dental education, applied linguistics education and law education focusing on the use of reflective practices. The workshop brought together educators from around the globe in a highly interactive setting where they had the opportunity to discuss and develop tools and practices for teaching reflective practice by using a transprofessional learning approach.

ADEA-ADEE Shaping the Future of Dental Education III: The impact of scientific technologies and discoveries on oral health globally.

The central purpose of scientific research and emerging dental health technologies is to improve care for patients and achieve health equity. The Impact of Scientific Technologies and Discoveries on Oral Health Globally workshop conducted joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education III, highlighted innovative technologies and scientific discoveries to support personalized dental care in an academic and clinical setting. The 2019 workshop built upon the new ideas and way forward identified in the 2017 ADEE-ADEA joint American Dental Education Association (ADEA) and the Association for Dental Education in Europe (ADEE) 2019 conference, Shaping the Future of Dental Education II held in London. During the most recent workshop the approach was to explore the "Teaching Clinic of the Future". Participants applied ideas proposed by keynote speakers, Dr. Walji and Dr. Vervoorn to educational models (Logic Model) in an ideal dental education setting. It is only through this continuous improvement of our use of scientific and technological advances that dental education will be able to convey to students the cognitive skills required to continually adapt to the changes that will affect them and consequently their patients throughout their career. This workshop was a valuable experience for highlighting opportunities and challenges for all stakeholders when aiming to incorporate new technologies to facilitate patient care and students' education.

ADEA-ADEE Shaping the Future of Dental Education III: Engaging with global networking to enable global oral health.

Global networking has been identified as an important method of enhancing health care education and services in the field of dentistry.1 The ability to share expertise, resources, knowledge, and experience to benefit all is highly desired among students, educators, health care professionals, and communities globally. Both our student and patient populations are dynamic societies that are becoming increasingly complex and facing growing needs and expectations, which is a constant challenge for educators and health care professionals to satisfy.2 The key question, stemming from the Global Networking (GN) workshop of the 2017 ADEE-ADEA Shaping the Future of Dental Education II meeting, was identified as, "How can dental educators around the world network to share ideas, experience, expertise, and resources to improve our curricula and teaching and learning environments for our educators, students, and communities that they serve?" The action plan devised by the GN workshop from the 2017meeting indicated two key steps in these early stages of setting up a global network: 1) "…grassroots participation for input and consumption of meaningful and needed content," and 2) "…advisors/consultants for organizational top-down guidance to define and maintain the global networking philosophy and platform…".1 The GN workshop of 2019 SFDE meeting aimed to deliver guidance and discussion with those experienced in engaging local communities from both a grassroots and an organizational approach.

Leadership development for early-career educators: Association report on the ADEA summer program for emerging academic leaders.

There is a continuous challenge in academic health education to retain early career faculty members and staff. Attrition rates in the field can be as high as 42% in the first five years of an individual's career and are principally due to a sense that academic careers do not progress at a satisfactory rate. In response to this ongoing issue, the American Dental Education Association launched the Summer Program for Emerging Academic Leaders (ADEA EL) in 2012. The program has supported 301 participants from over 74 academic programs and private practice institutions. This current study describes data collected from program participants in an effort to conduct a thorough review of the program. In all, pre- and post-program data were assessed from faculty members and staff who have participated in the program over its eight-year history. The outcomes of this mixed-methods study describe an assessment of the curriculum (including changes that have occurred over the tenure of the program), the fit of the intended learning outcomes, reasons why a program such as the ADEA EL is needed, and what can be done to provide additional leadership resources and support for faculty members in dental education. This study represents the first time a longitudinal report of a professional development program designed exclusively for early-career faculty and staff has been described in the literature. Its outcomes are intended to be supportive of institutions and other programs focused on support and retention of early faculty and staff.

Integrating Oral and Overall Health Care: Building a Foundation for Interprofessional Education and Collaborative Practice.

Interprofessional education (IPE) and interprofessional practice (IPP) are game-changers. They will completely alter the way that health professionals are educated and the way that health care is delivered. The transition from our current silo-based approach to team-based education and practice is under way, and there is nothing that can be done to stop them from happening. This article will provide a historical context to the development of IPE in health professions education, identify ways in which the dental professions have addressed these developments, and provide recommendations for opportunities for the dental professions to engage in IPE and IPP, especially for the benefit of the people we serve as patients and current students and learners who will be practicing in a collaborative environment with other health professionals in the future.

Interprofessional Collaborative Practice: How Could Dentistry Participate?

There is a remarkable phenomenon occurring among health professionals: the development of ongoing, routine collaboration, both in educating the next generation of providers and in delivering care. These new approaches, commonly referred to as interprofessional education and interprofessional collaborative practice, have been introduced into academic health settings and delivery systems throughout the U.S. and the rest of the world; however, the full integration of dentistry in health care teams remains unrealized. In academic settings, dentistry has found ways to collaborate with the other health professions, but most practicing dentists still find themselves on the margins of new models of care delivery. This article provides a perspective on the history and context of the evolution of collaborative approaches to health care and proposes ways in which dentistry can participate more fully in the future.

Implications for the Dental Care of Vulnerable Populations if Medicaid Is Cut Back.

Good oral health affects academic performance, employability and annual earnings, military readiness, overall health care costs, and general health status and well-being. The Affordable Care Act (ACA) has enhanced the ability of many Americans to receive dental care through the expansion of Medicaid and the inclusion of pediatric oral health as 1 of the 10 "essential health benefits." Almost all of the proposals presented by the current Congress and Administration to modify the ACA call for changes to Medicaid that would cut back funding and/or give states more control over programs. Limiting federal support to Medicaid will eventually increase the pressure on states to cut costs, and dental care is usually one of the first benefits on the chopping block. If this happens, all of the gains that have been realized as a result of the Medicaid expansion would be diminished or lost, with a significant impact on the overall health, well-being, and success of those who will suffer the consequences of a lack of access to dental care.

U.S. Dental School Applicants and Enrollees, 2017 Entering Class.

The American Dental Education Association (ADEA) collects information on U.S. dental school applicants and first-time, first-year enrollees as part of the administration of dental school applications. This report presents an analysis of the data on the characteristics and academic qualifications of the 11,873 applicants who applied to U.S. dental schools during the 2016-17 application cycle and of the 6,122 first-time, first-year enrollees who began dental school in fall 2017. Among the key findings are the following: the number of applications decreased in 2016-17, while enrollment continued its steady 12-year rise; the number of women applicants exceeded the number of men by a larger margin than the previous two years, reversing the long-term trend of having more men apply to dental school (although men continued to have slightly higher levels of enrollment); when race/ethnicity was viewed alone or in combination, the number of applicants and first-time enrollees from most race/ethnic groups increased, although falling slightly were Native Hawaiian or other Pacific Islander and White applicants and enrollees; regionally, the Mid-Atlantic had the highest share of its population applying to dental school and the Northwest had the highest share to enroll in dental school; and applicants overwhelmingly had a biological or biomedical science educational background. The data and analysis presented in this report offer a unique picture of dental school applicants and enrollees. It provides school administrators with a national view of the qualifications of applicants, and it provides prospective applicants with a better understanding of the qualifications they likely need to enroll. The analysis also gives policymakers a preliminary view of future trends in the dental workforce.

Change Is Here: ADEA CCI 2.0-A Learning Community for the Advancement of Dental Education.

On May 12, 2005, the inaugural meeting of the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) was convened. Comprised of thought leaders representative of dental education and practice, the ADEA CCI published groundbreaking white papers that effectively helped bring dental education across the threshold of the 21st century. Twelve years later, a new ADEA CCI has been convened-ADEA CCI 2.0. The ADEA CCI 2.0 is a broad-ranging, strategically interconnected, flexible, and multifarious community of stakeholders situated within and across all facets of oral health education and practice. Whereas the first iteration of the ADEA CCI made the case for change regarding revisions of the dental curriculum and learning environment, the ADEA CCI 2.0 will focus on external domains that are having a global impact on the content and delivery of health care and health professions education and, ultimately, how health care benefits people. The principal work of the ADEA CCI 2.0 will be to create educational and implementation resources and opportunities for dental educators to contemplate, investigate, and ultimately define the future needs of their academic dental institutions in this constantly changing world.

Annual ADEA Survey of Dental School Seniors: 2016 Graduating Class.

This report examines the results of the American Dental Education Association (ADEA) Survey of Dental School Seniors graduating in 2016. Data were collected from 4,558 respondents at all 59 U.S. dental schools with graduating classes that year. This annual survey asks graduating students about a variety of topics in order to understand their motivation for attending dental school, educational experiences while in school, debt incurred, and plans following graduation. Motivations for choosing to attend dental school typically involved family or friends who were dentists or students' personal experiences. The timing of the decision to enter dentistry has been getting earlier over time. Similar to previous years, the average graduating student had above $200,000 in student debt. However, for the first time in two decades, inflation-adjusted debt decreased slightly. The reduction in debt was due to students from private schools reducing their average debt by $23,401. Immediately after graduation, most seniors planned to enter private practice (50.5%) or advanced dental education (33.8%). Approximately half of the respondents planned to work in underserved areas at some point in their careers. These findings underscore the continued value of the senior survey to offer a unique view of the diverse characteristics and career paths of the future dental workforce.

Leadership Development in Dental Education: Report on the ADEA Leadership Institute, 2000-14.

The American Dental Education Association's Leadership Institute (ADEA LI) is the association's flagship development program for those aspiring to leadership in dental and higher education. As with previous studies of the ADEA LI, ADEA will use information from the survey described in this report to improve the ADEA LI curriculum and to guide other leadership development efforts. In 2014-15, ADEA distributed a 50-item online survey via email to all ADEA LI alumni from the classes of 2000 through 2014. The survey included selected-response questions, closed-ended questions, and open-response questions. The survey had an overall response rate of 47% (133/285); response rates to individual items varied. The mean age of the respondents when they participated in the Institute was 48.5 years. Men and women were almost equally represented among the respondents. Nearly half reported their ultimate career goal as department chair, associate dean, or assistant dean, while 20 (15.8%) indicated a goal of becoming dean and 15 (11.8%) aspired to administrative roles higher than dean. Areas the respondents recommended for improvement included more programming in budgeting and financial management, fundraising, and personnel management. Almost 100% of the respondents indicated they would recommend the ADEA LI to others. Overall, the survey respondents confirmed the value of the ADEA LI in their assessment of their fellowship and its subsequent application to their careers. Comparison of elements from this study to previous studies of ADEA LI alumni demonstrates the effectiveness of past changes made to the Institute and the creation of additional ADEA leadership initiatives.