National Board Dental Examination Part Research Articles

The impact of dental curriculum format on student performance on the national board dental examination.

The effectiveness of different curriculum types has long been debated by dental educators aiming to provide the best education possible to their students. This study aimed to evaluate the effect of curriculum type (hybrid problem-based learning [PBL] vs. traditional) on National Board Dental Examination (NBDE) part I and II pass rates METHODS: A retrospective cohort study was conducted with a hybrid PBL cohort and traditional cohort. NBDE part I and II pass rates for the two cohorts were acquired, along with demographic and scholastic variables. Pass rates, scholastic variables, and demographic variables were compared using two-sample t-tests and chi-square tests. Associations of the variables with pass rates were analyzed using logistic regression. Significance was set at 5% RESULTS: No significant differences in pass rates for NBDE part I and II were observed between the cohorts. Cumulative dental school grade point average (GPA) was found to be an independent predictor of success for NBDE part I (odds ratio (OR): 1.40, 1.24-1.59 for 0.1 point intervals) and II (OR: 1.34, 1.18-1.52 for 0.1 point intervals), (p<0.01). DAT biology sub-score was found to be predictive of success for NBDE part I (OR: 1.58, 1.14-2.19), (p=0.01) CONCLUSIONS: No significant difference in NBDE part I and II pass rates between the cohorts was found. Dental school GPA was the most predictive variable for success on NBDE part I and II. These findings may be helpful considerations as institutions assess the structure of their school curricula.

A unique and effective method of anatomy education: Small-group learning with prosected plastinated specimens.

At the New York University College of Dentistry, we are faced with the challenge of teaching Head and Neck Anatomy to a class of approximately 380 first-year students. We have developed an innovative anatomy curriculum that has proven effective in facilitating students' learning and long-term retention of the material. It has the added benefit of being time- and cost-efficient. Here, we share the structure of our curriculum and examine the student outcomes and student feedback. In this paper, we describe the evidence-based methods used in our course and present measures of student success. We also surveyed students about aspects of the anatomy curriculum. Our curriculum efficiently manages cost, instructional time, and classroom space, while promoting student success. Over the last 9 years, NYU Dentistry students have achieved a mean first-time pass rate of 98.6% and an average anatomy score of 1.74 standard deviations above the national mean on the National Board Dental Examination Part I. Students agree with instructor assessments of which features of the curriculum are valuable and state that the course helps them prepare for clinical courses. We believe that the main factors in the success of our course are the small group setting, the benefits of spaced repetition and frequent quizzes, and the use of plastinated specimens in place of wet cadavers.

Creating an Efficient Learning Model: Students' Perceptions and Outcomes of an Active Learning Fixed Prosthodontics Course.

With the extensive amount of learning required in dental schools, educators are constantly seeking more efficient learning models. The aim of this retrospective study was to evaluate a fixed prosthodontics course after its curriculum transitioned from a traditional lecture format to an active learning structure over the course of five years. In this retrospective, mono-centered study completed in 2018 at a U.S. dental school, data from the school's fixed prosthodontics course exams, National Board Dental Examination Part II (NBDE II), and the operative portion of the Western Regional Examining Board (WREB) licensure exam were collected for 381 students from the inaugural Class of 2015 to the Class of 2019. Data were evaluated for two groups based on method of instruction: the Classes of 2015 and 2016 were taught in a traditional model, and the Classes of 2017-19 were taught in the modified learning model. The data showed a 30% reduction in time students spent in the classroom and simulation clinic as compared to the previous model. The modified learning model reduced time spent in lecture, length of the course, and number of projects needed, while student performance remained consistent. Students in the active learning classes were able to pass all assessments including practical examinations at the same rate as previous classes using traditional learning methods. Students' performance on standardized national exams (NBDE II and WREB licensure exams) remained consistent among the graduating classes, and scores were comparable to the national average. Although limited in scope, this study suggests that it is possible to reduce contact time in fixed prosthodontics and maintain performance by increasing student engagement through active learning techniques.

Mastering Anatomy: Using Cerego as a Teaching Tool

At the New York University College of Dentistry, lab conference hours for the review of anatomy in preparation for the National Board Dental Examination Part I (NBDE Part I) were reduced due to an increase in incoming class size in 2015. Tasked with providing students an effective means to review material that could now not be covered in the given lab hours, we identified the online platform Cerego as a way to provide a self‐guided anatomy study tool. Use of Cerego replaced what would otherwise have been 96 faculty hours of instruction.We initially created three anatomy topic modules in Cerego, each of which included a combination of images, identifications, associations, and short text passages. Creation of modules in Cerego was intuitive and straightforward. The platform, with algorithms based on principles of retrieval learning and spaced practice, guides the student through individualized iterations of review in multiple formats, and provides the student with prompts for the most effective timing for return to the material. In addition, both student and instructor have access to fine grained performance analytics.We found that Cerego is well suited to fact memorization, and effective as a means to learn material within the time‐frame of a single semester. However, full mastery using the Cerego program – leading to long‐term retention – is achieved over a more extended period. A survey after the termination of the NBDE Part I course in 2015, as well as informal discussions with students, has indicated high student satisfaction with Cerego as a study tool. In addition, results for the anatomy portion of the board exam demonstrates student success, with NYU Dentistry students as a whole achieving a 97.1–100% first‐time pass rate, and performing at 1.4–2.6 standard deviations above the mean for all dental schools in anatomy in the years 2015–2017. Given the success of our initial Cerego use, we have now incorporated this platform into the Head and Neck Anatomy and Basic Tissues courses within the Department of Basic Science and Craniofacial Biology, and other departments at NYU Dentistry have also adopted the use of this tool.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.

Impact of the NBDE Grading Change on Postgraduate Admissions Processes

The aim of this study was to assess the effect of discontinuing the reporting of National Board Dental Examination (NBDE) Part I numerical scores on postgraduate program directors' admissions selection processes. This cross-sectional survey-based study collected information about two admissions cycles (2012-13 and 2013-14) from directors of American Dental Education Association Postdoctoral Application Support Service (ADEA PASS(SM)) programs in all postdoctoral training disciplines; the response rate was 54.5%. According to the 2012-13 cycle results, these program directors rated an NBDE Part I score the third most important part of an application, behind grade point average (GPA) and class rank (ranked first and second, respectively). In the 2013-14 cycle, in the absence of an NBDE Part I score, almost all other parts of the application increased in importance for the responding directors, but the relative rank of factors remained almost unchanged. Significantly, 71% of the directors reported that it was now more difficult to select interview candidates, and 76% said they wanted some form of national, numerically scored exam. No significant change was noted between the two years in the number of applications or interviews offered per resident position, although the standard deviation of the number of interviews offered increased in both pediatric dentistry and postdoctoral general dentistry.

The Impact on Dental Students of Changes to the National Board Dental Examination Grading System

The purpose of this study was to assess how the change to pass/fail grading of the National Board Dental Examination (NBDE) Part I has impacted dental students' study habits and their perspectives on pursuit of postdoctoral specialty education. This cross-sectional survey-based study included over 75 percent of U.S. dental schools and a total of 1,843 responses. This sample was 18.5 percent of all potentially eligible U.S. dental students. Participating schools distributed the electronic survey to their last class to take the NBDE Part I for a numerical score and the first class to take the NBDE Part I pass/fail. Respondents who took the exam for a numerical score and were interested in a specialty reported studying the most (average 167 hours) compared to respondents who took the exam pass/fail (average 114 hours). Respondents who took the exam pass/fail and reported feeling that this change decreased their chances of getting into a specialty program outnumbered those who thought the change increased their chances (3:1). This study observed a correlation between the recent grading changes to the NBDE Part I and decreased reported study time. Eighty percent of the respondents preferred a standardized, objective measure to help differentiate them when applying to specialty programs, and the majority reported feeling that the change in grading practices negatively affected their chances of pursuing a specialty.

Validity and Reliability of Portfolio Assessment of Student Competence in Two Dental School Populations: A Four‐Year Study

The purpose of this study was to empirically investigate the validity and reliability of portfolio assessment in two U.S. dental schools using a unified framework for validity. In the process of validation, it is not the test that is validated but rather the claims (interpretations and uses) about test scores that are validated. Kane's argument-based validation framework provided the structure for reporting results where validity claims are followed by evidence to support the argument. This multivariate generalizability theory study found that the greatest source of variance was attributable to faculty raters, suggesting that portfolio assessment would benefit from two raters' evaluating each portfolio independently. The results are generally supportive of holistic scoring, but analytical scoring deserves further research. Correlational analyses between student portfolios and traditional measures of student competence and readiness for licensure resulted in significant correlations between portfolios and National Board Dental Examination Part I (r=0.323, p<0.01) and Part II scores (r=0.268, p<0.05) and small and non-significant correlations with grade point average and scores on the Western Regional Examining Board (WREB) exam. It is incumbent upon the users of portfolio assessment to determine if the claims and evidence arguments set forth in this study support the proposed claims for and decisions about portfolio assessment in their respective institutions.

The Rationale for and Implementation of Learner–Centered Education: Experiences at the Ostrow School of Dentistry of the University of Southern California

This report describes the design, implementation, and function of integrated, learner-centered education at the Ostrow School of Dentistry of the University of Southern California. The 190 required courses of the previous curriculum have been condensed to forty-four courses. Four courses, presented for each of eleven trimesters of the four-year D.D.S. program, are entitled Human Structure, Human Function, Human Behavior, and Human Clinical Dentistry. An integrated biomedical sciences curriculum is supported by small-group, facilitator-based, problem-based learning (PBL) and an electronic PBL case library. Modules, rotations, and preclinical and clinical sessions make up remaining instructional units of the curriculum. Selected assessment outcomes measuring student knowledge, behavior, and skill development are discussed. As an external measure, first-attempt pass rates on the National Board Dental Examination (NBDE) Part I show a range of 87-96 percent over a ten-year period (for Classes 2005-14). First-attempt pass rates on the NBDE Part II for Classes 2005-12 ranged from 74 percent to 93 percent. Perceived barriers and opportunities for better performance on the NBDE Part II are addressed. Additionally, an exit survey, administered over the past four years, indicates a high level of student satisfaction with "depth and breadth" of their education (82-93 percent) and that graduates feel well prepared to enter the practice of dentistry (94-97 percent).

NBDE Part II Practice Analyses: An Overview

The Standards for Educational and Psychological Testing emphasize the importance of documenting and describing the procedures followed in developing valid test content. As a result, the Joint Commission on National Dental Examinations, the testing agency responsible for administering the National Board Dental Examination Part I and Part II, routinely communicates information about the validity of Part II to dental schools and other communities of interest. Since 2000, the content of Part II has been validated through the use of three practice analyses. This article provides an overview of these practice analyses, including procedures and findings. In general, the findings confirm that the content of Part II is valid in determining the qualifications of individuals seeking dental licensure.

An Innovative Method for Teaching Anatomy in the Predoctoral Dental Curriculum

New methods of teaching gross anatomy are being evaluated as medical and dental schools attempt to find time in their curricula for new content without sacrificing essential anatomical knowledge. This article reports on an innovative method of teaching anatomy at New York University College of Dentistry. In 2005, the instructors completely replaced the dissection of wet cadavers with the study of dissected and sliced plastinated specimens. The shift from cadaver dissection to the study of plastinated specimens was accompanied by other changes in the anatomy course: students study in small, consistent groups; frequent, low-impact quizzes are administered; and the role of the computer is increased as a tool for self-directed study. To assess the course, this study considered students' long-term understanding of anatomy as demonstrated by performance on the National Board Dental Examination (NBDE) Part I, hours of instruction, and student evaluation. The results show that, since 2005, students have had higher NBDE Part I scores, their overall performance has been above the national mean while hours of instruction were 60 percent of the national mean, and student satisfaction increased.

Teaching with Technology: Learning Outcomes for a Combined Dental and Dental Hygiene Online Hybrid Oral Histology Course

Among the challenges leaders in dental and allied dental education have faced in recent years is a shortage of well-qualified faculty members, especially in some specialty areas of dentistry. One proposed solution has been the use of technology. At the University of Missouri-Kansas City School of Dentistry, the departure of a faculty member who taught the highly specialized content in oral histology and embryology provided the opportunity to implement distance delivery of that course. The course is taught once a year to a combined group of dental and dental hygiene students. Previous to spring semester of 2009, the course was taught using traditional face-to-face, in-class lectures and multiple-choice examinations. During the spring semesters of 2009, 2010, and 2011, the course was taught using synchronous and asynchronous distance delivery technology. Outcomes for these courses (including course grades and performance on the National Board Dental Examination Part I) were compared to those from the 2006, 2007, and 2008 courses. Students participating in the online hybrid course were also given an author-designed survey, and the perceptions of the faculty member who made the transition from teaching the course in a traditional face-to-face format to teaching in an online hybrid format were solicited. Overall, student and faculty perceptions and student outcomes and course reviews have been positive. The results of this study can provide guidance to those seeking to use technology as one method of curricular delivery.

Validating the Standard for the National Board Dental Examination Part II

As part of the overall exam validation process, the Joint Commission on National Dental Examinations periodically reviews and validates the pass/fail standard for the National Board Dental Examination (NBDE), Parts I and II. The most recent standard-setting activities for NBDE Part II used the Objective Standard Setting method. This report describes the process used to set the pass/fail standard for the 2009 exam. The failure rate on the NBDE Part II increased from 5.3 percent in 2008 to 13.7 percent in 2009 and then decreased to 10 percent in 2010. This article describes the Objective Standard Setting method and presents the estimated probabilities of classification errors based on the beta binomial mathematical model. The results show that the probability of correct classifications of candidate performance is very high (0.97) and that probabilities of false negative and false positive errors are very small (.03 and <0.001, respectively). The low probability of classification errors supports the conclusion that the pass/fail score on the NBDE Part II is a valid guide for making decisions about candidates for dental licensure.

Assessing Context Effects on Test Validity of the National Board Dental Examination Part I

In support of actions taken by the Joint Commission on National Dental Examinations, two changes--the inclusion of testlet items and the random presentation of items in an interdisciplinary format--were made to enhance the test validity of the National Board Dental Examination Part I in 2007. As a result, the examination was changed from a conjunctive to a comprehensive format. It was assumed that validity would be enhanced with regard to the examination's internal structure, while not disturbing item performance and examinee score. This study of the results found that 1) three underlying variables were extracted from the conjunctive Part I but only two underlying variables from the comprehensive Part I and 2) the differences in item performance and examinee score were generally small in effect size across formats. Factor analyses revealed that Part I was more discipline-sensitive for the conjunctive format but more item format-sensitive for the comprehensive format. The revision of Part I changed the nature of the examination from a discipline-based format to a more clinically relevant, interdisciplinary format, a favorable outcome anticipated by the Joint Commission. The results of this study provide evidence supporting the validity of the revised Part I examination for its intended purpose in the licensure process.

Cognitive and Learning Styles as Predictors of Success on the National Board Dental Examination

Using a deidentified retrospective dataset of three cohorts of matriculated dental students, we measured the degree to which selected student attributes, the Learning Type Measure, the Myers-Briggs Type Indicator, and Dental Admission Test subtests scores predicted passage on the National Board Dental Examination (NBDE), Parts I and II. Gender, Myers-Briggs Type Indicators, and the Dental Admission Test subtests for academic average and biology were found to be predictive of passing the NBDE Part I. Gender, a Myers-Briggs Type Indicator (thinking over feeling), and the Dental Admission Test subtests on reading and biology were found to be predictive of passing the NBDE Part II. The Learning Type Measure was not found to be predictive of passing the NBDE Part I or Part II. This study holds implications for heightening faculty members' awareness of students' aptitude and cognitive attributes, for teaching, and for the admissions process.

Association Between National Board Dental Examination Part II Scores and Comprehensive Examinations at Harvard School of Dental Medicine

Harvard School of Dental Medicine (HSDM) uses a hybrid problem-based approach to teaching in the predoctoral program. The objective structured clinical examination (OSCE) is a formative examination designed to assess the performance of students in the problem-based learning (PBL) curriculum. At HSDM three comprehensive examinations with OSCE components are administered during the third and fourth years of clinical training. The National Board Dental Examination (NBDE) Part II is taken in the final year of the predoctoral program. This study examines the association between the NBDE Part II and the comprehensive exams held at HSDM. Predoctoral students from the HSDM classes of 2005 and 2006 were included in this study. The outcome variable of interest was the scores obtained by students in the NBDE Part II, and the main independent variable of interest was the performance of students in the comprehensive exams (honors, pass, make-up exam to pass). The Mann-Whitney U-test was used to examine the association between the grades obtained in the each of the three comprehensive exams and the NBDE Part II scores. Multivariable linear regression analysis was also used to examine the association between the NBDE Part II scores and the comprehensive exam grades. The effect of potential confounding factors including age, sex, and race/ethnicity was adjusted. The results suggest that students who performed well in the comprehensive exams performed better on the NBDE Part II, even after adjusting for confounding factors. Future studies will examine the long-term impact of PBL on postdoctoral plans and career choices.

Dental Students’ Preparation and Study Habits for the National Board Dental Examination Part I

The purpose of this study was to assess dental students' study habits and level of preparation necessary to successfully prepare for the National Board Dental Examination (NBDE) Part I. Four hundred thirty-seven dental students from across the United States participated in a web-based survey about their goals, results, and study habits in preparation for taking the NBDE Part I. A majority of the respondents (76 percent; n=331) reported taking the web-based version of the exam. More than one-third (n=168) of the respondents indicated they wanted to achieve a scaled score of 90 or above, while only about one-quarter (n=120) actually achieved this target score. Students preferred to use the Dental Decks and released Part I exams to study for the exam, regardless of their score. No significant correlations between type of study source used and the score achieved on the exam were found.

The Integration Seminar: A First‐Year Dental Course Integrating Concepts from the Biomedical, Professional, and Clinical Sciences

This study describes the planning, implementation, and evaluation of a seminar course designed to facilitate discussion and understanding of cross-disciplinary concepts by first-year dental students. Dental and medical schools are implementing integrated curricula in which clinical courses are taught early in the curriculum and the clinical and basic sciences are taught not only concurrently, but in an integrated manner. This first-year course, Integration Seminar, was developed to cross traditional subject and departmental boundaries with the intent of fostering dental care providers who understand the interdependence of the major concepts within these areas. This report describes the development and structure of the Integration Seminar. Furthermore, student perception of this course was determined by evaluating year-end course surveys, and student performance outcomes were measured by comparing student scores on the National Board Dental Examination Part I (NBDE-I) prior to and after the inception of this course. We determined that a substantial majority of students recognized the integrated nature of the course. In addition, NBDE-I scores were significantly higher for the cohorts of students who had participated in the course, although this observation is likely dependent upon many other factors. This report may thus provide a course model for other schools with a similar goal of achieving an integrated curriculum.

Preparation Course for Part I of the National Dental Boards: Lessons Learned

Student performance on national board examinations is the predominant litmus test for successful programs in health science education. Many different strategies have been used to increase passing rates among students. The objectives of this study were to investigate the influence of a voluntary eighteen-hour National Board Dental Examination Part I (NBDE Part I) preparation course on student performance on the NBDE Part I and to assess students' perspectives on the preparation course. Students' perspectives were obtained through a questionnaire and focus groups. There were significant associations between the students' GPA and the overall examination score and between the course grades corresponding with each section and the section scores. Students attending sessions devoted to specific NBDE subject areas did not obtain significantly better scores for that subject area than nonattending students. Also, the students did not obtain significantly better overall scores for NBDE Part I than in previous years when a preparation course was not conducted. Students most frequently rated the Dental Deck's NBDE Part I Cards as the most helpful study aid, followed by old NBDE Part I tests. The most frequent student rating for most of the presentations was "somewhat helpful," while the most frequent rating for resources placed on Blackboard such as tables and summary material was "helpful." Based upon the findings, we recommended discontinuation of the classroom presentation portion of the board preparation course.

Creating an Evidence‐Based Admissions Formula for a New Dental School: University of Nevada, Las Vegas, School of Dental Medicine

This article reports development of an evidence-based admissions formula that effectively incorporates the admissions criteria most likely to influence dental school performance. This study utilized peer-reviewed literature and analysis of admissions and performance data from the first three classes of students at the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). We used Pearson's correlation, linear regression, and ANOVA to determine the strength and direction of association between admissions variables, both singly and in combination, and performance measures. Our initial results revealed no significant relationship between our previous admissions formula, which was adapted from other dental admissions offices, and student performance for our first class and National Board Dental Examination Part I (NBDE-I) (R=.288) or dental school grade point average (DS-GPA) (R=0.193). After using the combined data from the first three classes of students at UNLV-SDM, we confirmed no significant relationship between our previous admissions formula and DS-GPA (R=0.207) and a slight increase in correlation to NBDE-I (R=0.303). More detailed analysis of the admissions variables within the formula revealed that some Dental Admission Test scores, such as Reading Comprehension, Quantitative Analysis, and Biology, were significantly correlated with dental school performance at UNLV-SDM, allowing for revision of the admissions formula to a formula score that is now significantly correlated with student performance for the first class to NBDE-I (R=0.458) and DS-GPA (R=0.368), as well as the combined data from the first three cohorts at UNLV-SDM (R=0.361, 0.218, respectively). In addition, this reformulation did not significantly impact the overall ranking of females or minorities. Although formulaic data can never perfectly predict student performance, this study demonstrated that constant review and revision of relevant admissions criteria are needed for each school to maintain an evidence-based admissions program that provides for fair and effective comparison of student admissions data.

Comparison of Written Examinations Required for Dental Licensure in Japan and the United States: Contents, Cognitive Levels, and Cultural Implications

The goal of this article is to describe differences between the written examinations required for dental licensure in Japan and in the United States. Candidate guides, old exams, and other published data pertaining to the Japan National Examination for Dentists (NED) and the U.S. National Board Dental Examination (NBDE) were used. Dental education in Japan consists of a six-year program following high school graduation. The U.S. counterpart is usually a four-year program following a bachelor's degree. The NED, which is made up of 330 questions, is a single, all-important gatekeeper test that immediately grants licensure to practice dentistry throughout Japan. The NED contains no evaluation of technical skills; it is purely a written exam. By contrast, in the United States, the NBDE Parts I and II, which consist of 900 questions, are only components of a three-step licensure process. An additional state or regional board examination on technical skills is required to obtain licensure to practice. There are 400 basic science questions on the NBDE Part I, while the NED has thirty. In terms of cognitive level, questions on the NED place more emphasis on recall, while those on the NBDE Part II are more focused on problem solving. The outcomes of this comparison provide dental educators with comparisons of the licensure examination process for Japanese and U.S. dentists.