Enhancing the Value of Operative Dentistry

Abstract

A recurring topic for editorials in this journal is concern for the status and future of operative dentistry in dental education and as a distinct clinical discipline. In 1996, Mjor and Wilson pro- posed that operative dentistry has been compro- mised by the evolution of dental specialties with the subsequent loss of expertise to those fields, along with narrowly focused definitions and textbooks limiting the scope and curricula of the discipline 1 . In response to this compromised status (or devalu- ation) they recommended that the ''aims and objec- tives. . .must be global, and as a consequence, broad- based.'' Further, they suggested that ''the preserva- tion and further evolution of operative dentistry cannot be considered to be vested in as ingle organization.'' 1 In 1972, Grainger wrote, ''Operative Dentistry must look at its fundamentals in the light of the future. Operative Dentistry must accept the chal- lenge of a restorative and biologic multispecial- ty. . .The discipline of Operative Dentistry must shrug off its apathy, recognize its worth and dominate once more the direction that dentistry must take. . . We are skilled in producing skeptics, but not very good at producing individuals who can create their own framework for values. The first step towards the reconstruction of professional values is the rediscovery of values in one's own tradition.'' 2 In light of these concerns and others, it seems appropriate to assess operative dentistry's current status and role in dental education and as an essential multi-specialty discipline. This assessment will be made from the following perspectives: the dental school academic unit, the dental curriculum, dental licensing exams, affiliations with the academ- ic dental community, and national/international associations. My purpose is to highlight the consid- erable values operative dentistry already possesses and those which it has to offer other educational disciplines and recognize current and potential partners for its future growth and development. Academic Unit A review of the websites of US dental schools reveals that the term ''Operative Dentistry'' exists as a formally designated part of the schools' organiza- tional structure in 16/59 or 27% of all schools. 3 Some new schools were not included in this review due to insufficient data on their websites. In five of the 16 schools (8% of the total) operative dentistry appears as a primary academic unit (eg, department), while in the other 11 schools, it appears as a division or section under another higher level unit. The other units that serve as the departmental location of the operative dentistry function in the schools' organi- zational structures are variations of ''Restorative Dentistry'' (35 schools), ''General Dentistry'' (8), ''Clinical Dentistry/Sciences'' (3), ''Comprehensive Care'' (3), ''Oral Rehabilitation'' (2), and three others including ''Adult Dentistry,'' ''Reconstructive Scienc- es,'' and ''Oral Health Practice.''