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

PURPOSE/OBJECTIVE: 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.

Using experiential learning and OSCEs to teach and assess tobacco dependence education with first-year dental students.

Previous research has indicated that dentists do not routinely engage in tobacco cessation interventions with their patients due, in part, to a lack of training in the predoctoral curriculum. From 2010 to 2012, this study at one U.S. dental school evaluated the effectiveness of experiential learning and objective structured clinical examinations (OSCEs) to improve first-year dental students' knowledge and beliefs about tobacco dependence and cessation interventions. Analysis indicated acceptable reliability and student performance for the OSCE. In all three years, there were statistically significant increases in student knowledge (p<0.001). In each year, there were also statistically significant shifts in student perceptions of preparedness (p<0.001 to p=0.034) and willingness (p<0.001 to p=0.005) to provide tobacco dependence treatment to patients. Results suggest that OSCEs utilizing standardized patients may be an effective method for assessing tobacco dependence education. Preparing for and participating in an OSCE with a standardized patient may help increase student knowledge and shape the beliefs of early dental students about engaging in patient tobacco cessation interventions. Findings were mixed on the impact of experiential learning on OSCE performance, suggesting further research is needed.