Predictability of dental students' performance in clinical courses based on their performance in pre-clinical and academic courses.

OBJECTIVES: Some dental schools depend on the students' academic performance for admission purposes. This research aimed at investigating the correlations between dental students' performance in specific academic courses and their pre-clinical and clinical counterparts and the correlations between students' performance in the pre-clinical practical courses and the clinical courses. METHODS: Academic and practical pre-clinical and clinical grades were retrieved for 811 students who graduated from the School of Dentistry, the University of Jordan, between 2016 and 2018. Ten courses (five academic and five practical) were selected. Pearson's rho test was used to calculate the correlations between the courses. RESULTS: Statistically significant weak-to-moderate positive correlations were found between each academic course and its pre-clinical or clinical counterparts and between pre-clinical and clinical courses. A statistically significant positive moderate correlation (p < .001) was found between students' performance in fourth and fifth year restorative clinics. CONCLUSION: The results of this study suggest that the academic performance could partially predict the practical performance in both the pre-clinical and clinical courses and that the clinical performance could partially be predicted from the pre-clinical practical performance. Moreover, students who can successfully perform the required clinical procedures in fourth year will successfully perform the required clinical procedures in fifth year. However, other confounding factors should be taken into consideration such as manual dexterity and artistic skills even though their intellectual abilities are average.

Increasing diversity, equity, and inclusion in the fields of nutrition and obesity: A roadmap to equity in academia.

Research shows that a diverse faculty improves academic, clinical, and research outcomes in higher education. Despite that, persons in minority groups, usually categorized by race or ethnicity, are underrepresented in academia (URiA). The Nutrition Obesity Research Centers (NORCs), supported by the NIDDK, hosted workshops on five separate days in September and October 2020. NORCs convened these workshops to identify barriers and facilitators for diversity, equity, and inclusion (DEI) and provide specific recommendations to improve DEI within obesity and nutrition for individuals from URiA groups. Recognized experts on DEI presented each day, after which the NORCs conducted breakout sessions with key stakeholders who engage in nutrition and obesity research. The breakout session groups included early-career investigators, professional societies, and academic leadership. The consensus from the breakout sessions was that glaring inequities affect URiA in nutrition and obesity, particularly related to recruitment, retention, and advancement. Recommendations from the breakout sessions to improve DEI across the academe focused on six themes: (1) recruitment, (2) retention, (3) advancement, (4) intersectionality of multiple challenges (e.g., being Black and a woman), (5) funding agencies, and (6) implementation of strategies to address problems related to DEI.

Characteristics of students in International Dentist Training Programs versus applicants who are not yet successful in matriculating.

PURPOSE/OBJECTIVES: For foreign-trained dentists who seek requalification in United States dental schools, the acceptance rate is half that of applicants to traditional 4-year DDS/DMD programs. Unsuccessful applicants also lack clarity on how to strengthen their re-application. This is a comparison of foreign-trained dentists who successfully matriculated into the University of Michigan's advanced standing program and prospective students who have yet to matriculate into any advanced standing program. METHODS: We collected data through a survey on the website of the University of Michigan program for foreign-trained dentists-the Synergy Program is tuition-free and helps International Dental Program (IDP) applicants navigate the application process. Secondly, we surveyed those enrolled in the University of Michigan's IDP. We compared various characteristics of these two groups. Thirdly, we convened focus groups among the University of Michigan IDP and had unstructured discussions about barriers faced by internationally trained dentists in entering an IDP. University of Michigan Medical School Committee on Human Studies determined this research is "not regulated". RESULTS: There were 2400 unique visitors to the Synergy website. Among respondents, 1490 were female (62.1%). A total of 10.1% reported spending over $30,000 on strengthening their application. There were 38 individuals (out of a possible 60) in the University of Michigan's IDP who responded to the survey and 28 were female (73.7%). A total of 31.6% reported spending more than $30,000 on strengthening their application. We had focus groups with 12 IDP students. Regarding perceived differences that led to acceptance, all participants described the advantage in having a greater familiarity with American culture. CONCLUSIONS: We found that those from wealthier households, those who are willing to spend more on their application process, and those who obtained an additional US degree were more likely to be matriculants in IDPs.

Evaluation of a pipeline program at strengthening applications, increasing diversity, and increasing access to care.

PURPOSE: To evaluate the outcomes of a dental pipeline program at strengthening dental school applications, growing the diversity of dental students, and increasing access to care METHODS: This program evaluation used a descriptive and quasi-experimental retrospective study design. Researchers analyzed secondary data, from a dental pipeline program, for the years 2011-2018. Descriptive statistics were used to describe short-term and intermediate outcomes and impact. Associations were tested using paired t-test, 2-sample t-test, analysis of variance, and chi-squared test RESULTS: Ninety-eight scholars completed the 10-week program. The majority of scholars were female (70%), non-Hispanic or Latino (76%), non-White (72%), and pursuing baccalaureate degrees (94%). After completing the program, the mean Dental Admission Test (DAT) Academic Average Score (AAS) increased (16.0 vs. 17.5, P < 0.01). Significant associations were revealed between post-program DAT AAS and being accepted into dental school (P = 0.02). Associations remained when stratified by gender (male P = 0.01) and ethnicity (P = 0.03). The majority of scholars (71%) applied to the host school. Over half of the scholars matriculated to dental school (55%). Twenty-nine scholars (30%) graduated from the host school. Graduates report choosing careers in private practice (38%), public health (24%), corporate dentistry (17%), and the military (3%) CONCLUSION: Dental pipeline programs are effective at strengthening dental school applications, increasing DAT AAS, growing the diversity of dental students, and increasing access to care. Dental education needs to examine barriers dental pipeline programs do not typically address, such as the high cost of applying to dental school, and identify additional ways to support underrepresented minority students entering into dentistry.

Should dental school faculty be measured and compensated using academic productivity models? Two viewpoints.

Operationalizing faculty contributions in ways that align with organizational mission can be difficult, particularly when monetizing effort. Conventional compensation methods may result in faculty effort going undefined, resulting in more subjectivity in recognition and compensation. Inequities lead to faculty marginalization, fragmentation, decreased motivation, and attrition. Dental faculty retirements are expected to increase, as 81% of men and 19% of women faculty aged 60 years and older in 2015-2016. We present opposing perspectives on the use of educational value units (EVUs) in academic dentistry. The first viewpoint articulates that such models improve recruitment and retention by objectifying (a) faculty performance measurement, (b) academic productivity improvements, and (c) compensation determination. The counterpoint suggests EVUs are deterrents to faculty retention due to challenges with objectively quantifying performance measures, a potential inherent bias linked to gender, and the undervaluing of teaching quality or collaborative practices.

Gender Differences in Academic Productivity and Advancement Among Dental School Faculty.

Background: An equal number of women and men are now graduating from dental school, but women dentists have lower income and are less likely to achieve positions of leadership, including within dental academia. Materials and Methods: Demographic information and academic rank were obtained for all faculty at the eight dental schools who received the most funding from the National Institute of Dental and Craniofacial Research in 2017. Years since dental school graduation, total number of PubMed-indexed citations, first- and last-author publications, and H-index were determined for each faculty member. Gender differences in productivity and advancement were evaluated. Results: Of 702 faculty members, 36.5% were female; only 24.4% of full professors were women. Men had significantly higher numbers of publications (30.2 [95% confidence interval [CI, 28.6-39.5] vs. 20.4 [95% CI 16.3-24.6], p = 0.02) and higher H-index (8.2 [95% CI 7.1-9.1] vs. 4.7 [95% CI 3.9-5.5], p < 0.0001). Women had graduated more recently than their male colleagues at all levels of academic advancement (overall 22.83 years [95% CI 21.29-24.39] vs. 30.19 years [95% CI 28.84-31.55], p < 0.0001). When corrected for academic productivity and years since graduation, the association between gender and academic rank was not significant. Conclusions: Women are underrepresented at each academic rank except instructor; however, women may advance more quickly than their male counterparts. Increasing scholarship and mentorship opportunities for female faculty members may help improve gender equity in dental academia.