Abstract
Education is an ongoing and self-renewing enterprise between teacher, student, and a supportive structure (mainly institution but also industry) to improve patient health. The benefits of technology permeated the global postgraduate orthodontic curriculum, which is standardized where accreditation agencies exercise oversight. Innovations, publications and online information instantly connect teacher and student. However, core issues are far ranging. Key concepts of evidence-based personalized treatment remain associated with the achievement of Class I occlusion and compromised treatment lacks recognition because of insufficient evidence and absent guidelines. The fuel of education remains research, which varies in depth and impact across postgraduate programs around the world. In this essay, the state orthodontic education is explored, and the minds of educators and institutions are challenged to answer thoughtful yet repeated questions regarding identity and pathways.
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