American Dental Education Association Research Articles

Developing IPEC Competencies for an Evolving Professional Landscape: Q&A with Jeffery Stewart, DDS

Jeffery Stewart, DDS, MS, a consultant to the American Dental Education Association, met with Meg Zomorodi, PhD, RN, ANEF, FAAN, of UNC-Chapel Hill, to discuss the latest revisions to the IPEC Core Competencies for Interprofessional Collaborative Practice. Released in November 2023, these updated competencies build on previous versions from 2011 and 2016 to incorporate the perspectives of seven new IPEC member organizations and reflect the continuously evolving research, policy, education, and practice landscape.

American Dental Education Association Compendium Entrustable Professional Activities Workgroup report.

Entrustable professional activities (EPAs) are discrete clinical tasks that can be evaluated to help define readiness for independent practice in the health professions and are intended to increase trust in the dental graduate. EPAs provide a framework that bridges competencies to clinical practice. This report describes the work of the American Dental Education Association (ADEA) Compendium EPA Workgroup to develop a list of EPAs for dental education and supportive resources, including specifications and a glossary. Preliminary work including literature and resource review, mapping of existing competencies, and review of other health professions' EPAs informed the development of our EPAs list. Workgroup members achieved consensus using a modified Delphi process. A Qualtrics survey using a validated rubric for the assessment of EPAs as described in peer-reviewed literature was used. Dental educators, including academic deans, were surveyed for feedback on the content and format of the EPAs. Based on findings in the literature analysis of existing EPAs and competencies in health professions, a list of EPAs was developed along with a description of specifications. The EPA workgroup (nine members from multiple institutions) used the Delphi process in receiving feedback from various experts. A list of 11 core EPAs was vetted by dental educators including academic deans (n=∼23), and the process of development was reviewed by EPAs experts outside dental education. A glossary was developed to align language. These EPAs define the scope of dental practice. This report represents Phase 1 of the EPA framework development and vetting process. Future directions will include a broader vetting of the EPA list, faculty development, and national standardized technology that support this work to optimize implementation.

Proceedings of the American Dental Education Association Thought Leader Assembly: Imagining Oral Health Education for a Connected World.

Proceedings of the American Dental Education Association Thought Leader Assembly: Imagining Oral Health Education for a Connected World.

Racial, Ethnic, and Sex Diversity Trends in Health Professions Programs From Applicants to Graduates

Diversity is an essential element of an effective health care system. A key to developing a diverse workforce is establishing a diverse student population in health professions programs. To examine the diversity of students in Doctor of Medicine (MD), Doctor of Osteopathic Medicine (DO), Doctor of Dental Surgery (DDS), Doctor of Dental Medicine (DMD), and Doctor of Pharmacy (PharmD) programs with emphasis on the trends of underrepresented minoritized groups (American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander) and sex relative to the overall age-adjusted US population. This cross-sectional study used deidentified, self-reported data from 2003 to 2019 from the Association of American Medical Colleges, American Association of Colleges of Osteopathic Medicine, American Dental Education Association, American Dental Association, and American Association of Colleges of Pharmacy. Data analysis was performed from 2003 to 2004 and from 2018 to 2019. Data on the race, ethnicity, and sex of applicants, matriculants, and degrees conferred by health professions programs were collected and compared with the age-adjusted population in the US Census (aged 20-34 years) over time. The main outcomes were trends in the proportions of underrepresented minoritized groups and sex diversity among applicants, matriculants, and degrees conferred relative to the overall age-adjusted US population. Trends were measured using the representation quotient, which is defined as the ratio of the proportion of each subgroup to the total population of applicants, matriculants, or graduates relative to the proportion for that subgroup within the US Census population of similar age. Regression analysis was used to evaluate the trend over time. A total of 594 352 applicants were analyzed across the examined programs. From 2003 to 2019, the proportions of individuals from underrepresented groups increased for DDS and DMD (applicants, from 1003 of 8176 to 1962 of 11 298 [5.1%]; matriculants, from 510 of 4528 to 966 of 6163 [4.2%]; degrees awarded, from 484 of 4350 to 878 of 6340 [2.7%]), PharmD (applicants, from 9045 of 71 966 to 11 653 of 50 482 [9.0%]; matriculants, from 5979 of 42 627 to 10 129 to 62 504 [6.3%]; degrees awarded, from 922 of 7770 to 2190 of 14 800 [3.0%]), and DO (applicants, from 740 of 6814 to 3478 of 21 090 [5.4%]; degrees awarded, 199 of 2713 to 582 of 6703 [1.4%]) programs, but decreased for MD programs (applicants, from 6066 of 34 791 to 7889 of 52 777 [-2.3%]; matriculants, 2506 of 16 541 to 2952 of 21 622 [-2.4%]; degrees awarded, from 2167 of 15 829 to 2349 of 19 937 [-0.1%]). Compared with age-adjusted US Census data, all programs had more Asian students and fewer male, American Indian or Alaska Native, Black or African American, Hispanic or Latino, and Native Hawaiian or Other Pacific Islander students (representation quotient <1). In this cross-sectional study, most of the health professions in the study saw increases in underrepresented minority applicants, matriculants, and degrees conferred from 2003 to 2019; however, all programs were below the age-adjusted US Census data. The increased racial, ethnic, and sex diversity in the programs illustrates progress, but additional strategies are needed to achieve a more representative health care workforce.

Impact of Dental Institutions' Values on Students' Intent to Practice in Underserved Communities: A Cross-sectional Study.

To evaluate how an institution's values can impact students' intent to practice in underserved areas. The values of 71 accredited dental schools in the United States were searched and tabulated. The American Dental Education Association (ADEA) survey results were used to tabulate the desire to serve the underserved population before entering dental school and upon graduation. Additionally, responses on the total amount of educational debt on graduation was compiled for LLUSD and all other dental schools. Fisher's exact test was performed to compare the difference between the two cohorts and Wilcoxon test was used to assess difference within the groups. Tests were conducted at an alpha level of 0.05 with SAS v 9.1.3 (SAS Institute, Cary, NC, USA). The top five values of US dental institutions based on frequency were excellence, diversity/inclusion, integrity, innovation, and respect. There was no statistically significant difference between LLUSD and all other dental schools in their desire to serve the underserved community upon graduation (p > 0.05, in all instances). Overall, there was a trend that upon graduation, the desire to serve the underserved had less impact on students' decision-making on their career choices. This drop in the desire to serve the underserved was statistically significant within both cohorts in the year 2021 (p < 0.001). Dental institutions should focus on better understanding of how their values impact their students' career choices so that they can develop strategies to better align their values with the mission of addressing the dentist shortage in underserved areas. Dental institutions' values play a major role in impacting students' career choices upon graduation and should be assessed using metrics that are measurable.

Dentists of tomorrow 2023: An analysis of the results of the ADEA 2023 survey of U.S. Dental School Seniors.

This study examines the journey of U.S. dental schools' predoctoral senior class of 2023, from the influences on and their motivations to pursue careers in dentistry, the aspects of their dental school experiences, plans upon graduation, and the investment in their careers. This study is an analysis of the results of the American Dental Education Association (ADEA) survey of Dental School Seniors, 2023 Graduating Class. Forty-eight percent of senior students from 65 accredited U.S. dental schools in the 2022-2023 academic year responded to the ADEA survey. Whenever feasible, the class of 2023 survey respondents' answers were compared with those of their 2018 counterparts and with the responses of 2023 predoctoral senior students of historically underrepresented race and ethnicity (HURE) groups. The analysis revealed that 47% of the 2023 respondents decided to become a dentist before going to undergraduate college, more than the proportion of their 2018 colleagues (44%). When it comes to preparedness to practice dentistry, the responses indicated a high level of readiness to go into the profession. Ninety percent of respondents agreed and strongly agreed with the preparedness to practice statements indicated in the 2023 ADEA survey. Between 2018 and 2023, the share of survey respondents who planned to join a private practice immediately after graduation increased from 48% to 53%. More than one-third (34%) of the 2023 respondents and 40% of HURE participants who planned to go into private practice immediately upon graduation intended to join a dental service organization (DSO). When accounting for inflation, the average education debt for students graduating with debt who responded to ADEA 2023 survey was 12% lower than what the 2018 respondents reported. This study finds that some preferences changed between the 2018 and 2023 cohorts, the latter being more likely to decide to go to dental school before college and join a DSO private practice upon graduation. Senior students responding to the ADEA 2023 survey stated a high level of preparedness to practice dentistry.

Gender trends in dentistry: Dental faculty and academic leadership.

Gender equality in the healthcare workforce has been a topic of discourse for many decades. In dental academia, women's representation of enrolled students and faculty has risen consistently since the 1980s. However, women in faculty leadership positions may still be lagging when compared to men. The purpose of this study was to evaluate the number of women who occupy the upper echelons of academic rank and title by analyzing cross-referenced data from the American Dental Association and the American Dental Education Association on women dental school graduates in relation to academic appointments. Gender distribution in rank, title, and appointments in the decade from 2011 to 2019, as well as percentage of women graduates over the same period, were collected for descriptive statistics. Multiple linear regression analysis, Cochran Armitage, and chi-square tests were conducted to examine trends over the years and to determine significant differences in overall percentages (p<0.05). The total women faculty percentages ranged from 36% to 40%. While the lower-level rank of instructor retained a higher representation of women (56%-65%), the higher rank of professor had disproportionately lower women percentages (18%-26%). Graduates, full-time faculty, lower-level academic ranks, and higher-level academic ranks for women followed similar upward trends that were statistically significant (p<0.05). When comparing the different groups against each other, the annual increase in women DMD/DDS graduate percentage was higher than women full-time faculty (0.28%), instructor rank (0.92%), professor rank (0.50%), and department chair appointments (0.49%). Our data show that women are still underrepresented at higher academic ranks. However, the upward trends for professors, assistant deans, and program chairs suggest that in recent years, more women faculty may have been encouraged, mentored, or offered higher administrative positions in academic institutions.

Exploring dental faculty perceptions of current strategies and barriers to retention.

The aims of the study were to identify perceived strategies for and barriers to faculty retention and examine differences regarding age, gender, and race. Cross-sectional data was captured from the eight author-affiliated dental schools. A Qualtrics survey was emailed to all faculty members at these institutions (1467 possible participants) between November 2021 and February 2022. The survey was formulated from best practices listed in the American Dental Education Association Faculty Diversity Toolkit. It consisted of 18 questions, including demographic information and faculty perceptions of their respective workplaces. These responses were then evaluated with descriptive statistics, Chi-squared analysis, Pearson Correlation, and Fleiss' kappa. The survey's response rate was 19.2%. There was no significant difference in perceived retention strategies across race, age, gender, practice tenure, practice type, or clinical versus tenure track. The top four barriers identified were inadequate financial compensation, workload, poor work environment, and burnout. There was a significant difference between racial groups and their perceived barrier of support for promotion (p=0.048). This was more prevalent among clinical faculty (47.7%) than tenure track faculty (16.2%). The work environment was listed as a leading factor for both promoting retention and encouraging the exodus of faculty members. Strategies aimed at improving financial compensation, career recognition, and transparency of the promotion process, along with those aimed at improving the work environment were shown to be vital to retaining faculty. Though the low response rate is a study limitation, these findings provide valuable information and a framework for future studies regarding dental faculty recruitment and retention.

Developing entrustable professional activities for general dentistry at the University of North Carolina.

As part of curriculum innovation, the University of North Carolina (UNC) Adams School of Dentistry identified core entrustable professional activities (EPAs) that graduates must demonstrate for practice readiness. This paper describes the development of the UNC EPAs and the perceptions of the general dentistry faculty. Upon establishing a blueprint of knowledge, skills, and attitudes of UNC graduates, using a distributed leadership approach, faculty teams developed EPAs focused on the patient care process. The American Dental Education Association Compendium of Clinical Competency Assessments and Commission on Dental Accreditation Standards informed the team's work. Perceptions of the assessment framework were examined using a questionnaire completed by 13 general dentistry faculty considering the importance, accuracy, and agreement of each EPA, associated domains of competence, and encounter management on a 6-point rating scale. Distributed leadership was a useful strategy in EPA development to disperse decision-making and build ownership. Through multiple iterations, four EPAs (assessment, plan of care, collaborative care, and provision of care) with associated sub-EPAs emerged. EPAs included a description, required knowledge and skills, and rubrics for assessment. The general dentistry faculty reported a high level of importance, accuracy, and agreement with EPAs, domains of competence, and encounter management. EPAs provide a standardized manner to describe the comprehensive work dentists perform, shifting away from individual competencies. The UNC EPAs provide the foundation for longitudinal measures of competence preparing graduates for independent practice. With limited EPAs frameworks available in dentistry, we aim to inform the development and implementation of EPAs across dental education.

Bylaws of the American Dental Education Association

Bylaws of the American Dental Education Association

American Dental Education Association Proceedings of the 2023 ADEA House of Delegates

American Dental Education Association Proceedings of the 2023 ADEA House of Delegates

Men of color in the health professions: Proceedings from the 2022 ADEA Men of Color in the Health Professions Summit.

The purpose of the American Dental Education Association (ADEA) Men of Color in the Health Professions Summit, held in August 2022 at ADEA's headquarters in Washington, DC, was to gather key thought leaders across a myriad of health professions and healthcare organizations and schools to cultivate intentional cross-disciplinary efforts in championing the need to address the low number of men of color entering not only dental, but also medicine, pharmacy, and health-related research careers. A pivotal follow-up step from the inaugural ADEA President's Symposium on Men of Color in the Health Professions at the March 2022 ADEA Annual Session & Exhibition in Philadelphia, the summit brought together academic health professions leaders, government agencies, health professions associations, and other key stakeholders to develop an action plan to support men of color entering the health professions. Moving the needle forward and increasing opportunities for underrepresented men of color in the health professions requires all academic health professions to work together. Highlights of the Summit included a keynote presentation by David Satcher, MD, PhD, the 16th Surgeon General of the United States; workgroup consensus statement development; health career pathways program presentations; strategic forecasting regarding challenges and opportunities in developing a coalition of health professions organizations to support men of color in the health professions; and frameworks for exploring coalition building.

Barriers in Sustainability of Dental Students Choosing Academic Career Path: Comparison between the United States and Japan

The purpose of this study is to investigate barriers experienced by dental students when choosing professional careers. An anonymous online survey with eight questions extracted from the annual American Dental Education Association Survey for U.S. dental school seniors (UDS) and two Japan-specific questions was given to Japanese dental school seniors (JDS) in 2019, 2020, and 2021. The results were compared to UDS data. This study was approved by the Institutional Review Board of Harvard Medical School and included 1053 respondents. The parental education and income levels of JDS were higher than UDS, and educational debt of JDS was lower than UDS. The top reason for choosing dentistry for JDS was influence and expectation from family members, while the top reason for UDS was service to others. Although both groups showed interest in teaching in academia, the majority chose to enter private practice immediately post-graduation, and would consider teaching during their mid or late career. Barriers for dental students staying in academia varied between the two countries. For JDS, the main barrier was an anxiety around stable income. For UDS, it was their educational debt. Dental educators and policymakers need to consider these barriers to improve the sustainability of dental students choosing an academic career path.

Teaching has changed … but have the students?

Teaching has changed … but have the students?

"OPERATIVE DENTISTRY: The Vanishing Discipline," a reprint with Foreword.

"OPERATIVE DENTISTRY: The Vanishing Discipline," a reprint with Foreword.

Dentists of tomorrow 2022: An analysis of the results of the ADEA 2022 Survey of U.S. Dental School Seniors.

This study examines the journey of US dental schools' predoctoral senior class of 2022, from the influences on and their motivations to pursue careers in dentistry, the aspects of their dental school experiences, plans upon graduation, and the investment in their careers. The study is an analysis of the results of the American Dental Education Association (ADEA) Survey of Dental School Seniors, 2022 Graduating Class. Each year, ADEA surveys senior predoctoral students from the accredited US dental schools. Whenever feasible, the answers of the survey respondents from the 2022 class were compared with their 2017 counterparts and with the responses of 2022 predoctoral senior students of historically underrepresented race and ethnicity groups. The analysis revealed that 47% of the 2022 respondents decided to become a dentist before going to undergraduate college, more than the proportion of their 2017 colleagues (44%). When it comes to preparedness to practice dentistry, the responses indicated a high level of readiness to go into the profession. Nineteen percent of survey participants reported that the COVID-19 pandemic affected their professional plans immediately after graduation. Between 2017 and 2022, the share of survey respondents who planned to join a private practice immediately after graduation increased from 48% to 53%. Almost a third of the 2022 respondents who planned to go into private practice immediately upon graduation intended to join a dental service organization. When accounting for inflation, the average education debt for students graduating with debt who responded to ADEA 2022 survey was 11% lower from what the 2017 respondents reported. This study finds that some preferences changed from the 2017 cohort to the 2022 cohort toward deciding to go to dental school before college and joining a private practice upon graduation. Senior students responding to the ADEA survey in 2022 stated a high level of preparedness to practice dentistry. US dental schools pursued consistently their mission to educate, train, and graduate oral health professionals fully prepared to go into the profession.

Holistic admissions in dental education 2022 and beyond.

Journal of Dental EducationVolume 86, Issue 9 p. 1107-1112 ORIGINAL ARTICLE Holistic admissions in dental education 2022 and beyond Carolyn Booker PhD, Corresponding Author Carolyn Booker PhD [email protected] Office of Educational Pathways, American Dental Education Association, Washington, DC, USA Correspondence Carolyn Booker, PhD, Office of Educational Pathways, American Dental Education Association, 655 K Street, NW, Suite 800, Washington, DC 20001, USA. Email: [email protected]Search for more papers by this authorEmily Rhineberger MA, Emily Rhineberger MA ADEA Centralized Application Services, American Dental Education Association, Washington, DC, USASearch for more papers by this authorLamont Lowery MA, Lamont Lowery MA Student Recruitment and Engagement, Diversity, Equity & Inclusion, the University of North Carolina at Chapel Hill Adams School of Dentistry, Chapel Hill, North Carolina, USASearch for more papers by this author Carolyn Booker PhD, Corresponding Author Carolyn Booker PhD [email protected] Office of Educational Pathways, American Dental Education Association, Washington, DC, USA Correspondence Carolyn Booker, PhD, Office of Educational Pathways, American Dental Education Association, 655 K Street, NW, Suite 800, Washington, DC 20001, USA. Email: [email protected]Search for more papers by this authorEmily Rhineberger MA, Emily Rhineberger MA ADEA Centralized Application Services, American Dental Education Association, Washington, DC, USASearch for more papers by this authorLamont Lowery MA, Lamont Lowery MA Student Recruitment and Engagement, Diversity, Equity & Inclusion, the University of North Carolina at Chapel Hill Adams School of Dentistry, Chapel Hill, North Carolina, USASearch for more papers by this author First published: 27 September 2022 https://doi.org/10.1002/jdd.13063Read the full textAboutPDF ToolsRequest permissionExport citationAdd to favoritesTrack citation ShareShare Give accessShare full text accessShare full-text accessPlease review our Terms and Conditions of Use and check box below to share full-text version of article.I have read and accept the Wiley Online Library Terms and Conditions of UseShareable LinkUse the link below to share a full-text version of this article with your friends and colleagues. Learn more.Copy URL Share a linkShare onFacebookTwitterLinkedInRedditWechat Volume86, Issue9September 2022Pages 1107-1112 RelatedInformation

Faculty diversity, equity, and inclusion in academic dentistry: Revisiting the past and analyzing the present to create the future.

In 2021, NIDCR published the landmark report "Oral Health in America." It described that while oral health-related research and care has seen amazing progress, oral health inequities and lack of oral care for large segments of the US population have not improved. This situation plus the predicted increase of the diversification of the US population requires decisive actions to ensure that future dentists will be optimally prepared to provide the best possible care for all patients. A diverse dental educator workforce plays a crucial role in obtaining this goal. The objectives of this document were threefold. Aim 1 was to analyze past and current trends in the diversity and inclusion of historically underrepresented ethnic/racial (HURE) and marginalized (HURM) dental faculty members. Aim 2 focused on reviewing best practices and challenges related to achieving dental faculty and leadership diversity and inclusion. Aim 3 was to develop recommendations for increasing the diversity and inclusion of dental faculty in the present and future. An analysis of ethnicity/race and gender faculty data collected by the American Dental Education Association (ADEA) in 2011-2012 and 2018-2019 showed that achieving faculty diversity and inclusion has been an ongoing challenge, with limited success for faculty from HURE backgrounds. In order to create this much-needed change, best practices to increase the applicant pool, change recruitment strategies, and develop solid retention and promotion efforts were described. Research discussing the challenges to creating such changes was analyzed, and strategies for interventions were discussed. In conclusion, evaluations of efforts designed to create a more diverse and inclusive work force is crucial. Institutions must evaluate their diversity data, practices utilized, and the policies implemented to determine whether the desired outcomes are achieved. Only then will the future dental workforce be optimally prepared to provide the best possible care for all patients in the United States.

Introduction to this special issue.

Introduction to this special issue.

Gies re-visited.

This article is published in the Journal of Dental Education as part of a special issue. Manuscripts for this issue were solicited by invitation and peer reviewed. Any opinions expressed are those of the authors and do not represent the Journal of Dental Education or the American Dental Education Association.