Oral maxillofacial surgery resident, faculty and practitioner role models and dental students' interest in oral maxillofacial surgery careers: Does gender matter?

Abstract

Residency programs in oral maxillofacial surgery (OMS) have the lowest percentage (2020: 18.4%) of female graduates among all dental specialty programs. When considering this underrepresentation of female OMS residents, prior studies have not examined how OMS role models might shape dental students' interest in OMS careers. The objectives were to assess female versus male students' OMS-related career motivation, their experiences/attitudes toward three groups of OMS role models (i.e., OMS residents, faculty, and practitioners), and relationships between role model-related experiences/attitudes and career motivation. 363 female and 335 male students from 14 United States and two Canadian dental schools participated in this cross-sectional study by responding to an online survey. 13.8% of female and 26% of male respondents (p<0.001) were much/very much interested in OMS careers. More male than female students had shadowed an OMS in an office setting (43.4%vs. 35.1%; p<0.05). The groups did not differ in their motivation to learn more and earlier about OMS nor in the quantity of OMS-related experiences prior to and during dental school. However, male students were more satisfied with the quality of these experiences (5-point scale with 5=most positive: Means: 3.76vs. 3.53; p<0.05), were more comfortable approaching/working with OMS instructors (3.51vs. 3.19; p<0.01) and reported to have learned more from residents (3.52vs. 3.31; p<0.05) and faculty (3.75vs. 3.45; p<0.01) than female students. Female students agreed less that OMS residents, faculty, and practitioners encouraged students to pursue OMS (3.27vs. 3.44; p<0.01 / 3.46vs. 3.63; p<0.01 / 3.45vs. 3.61; p<0.01). Role model-related experiences and attitudes correlated with an interest in an OMS career. The two groups do not differ in the quantity of most OMS experiences before and during dental school and their motivation to learn more and earlier about OMS. However, female students' less positive OMS-related educational experiences and less positive attitudes toward role models correlate with a lower interest in OMS careers.