U.S. Dental Schools' Preparation for the Integrated National Board Dental Examination.

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.

Creation and Initial Outcomes of a Selective Four-Year Research Program for Predoctoral Dental Students.

Educators agree that dental students' involvement in research plays an important role in their development and contributes to the future of dental education. However, dental schools are challenged to provide the time and support necessary to nurture their students in undertaking research activities. The aim of this study was to examine student participation in a predoctoral student research program at one U.S. dental school and to track participants' outcomes both before and after introduction of an additional, highly selective research scholarship program. Research participation was recorded for all predoctoral dental students in the graduating classes of 2005-15. The number of years of participation was also tracked for each student who participated in research. The results showed that, since the inception of the research honors scholarship in 2005, there has been a more than threefold increase in the number of dental students participating in research each year. The number of students who do multiple years of research has tripled, and the number of students' poster presentations at national academic meetings has risen tenfold in those ten years. The introduction of a competitive award that recognizes exceptional research by students has added to the research profile of the school and has shown success in encouraging students to become involved in research throughout their four years in dental school.