A profile of dental school deans, 2021.

OBJECTIVE: In 2021, US dental school deans were surveyed to update and expand ADEA deans' profiles developed in 2002 and 2014. METHODS: The American Dental Education Association (ADEA) and the Academy for Advancing Leadership (AAL) collaborated on an updated version of the 2014 dental deans' profile survey. On July 1, 2021, the research project was approved as exempt from IRB oversight. The survey was distributed in electronic format on July 31, 2021, to the deans of the 70 US dental schools, including 3 schools that had not yet held their first year of classes. A total of 60 responses were considered. RESULTS: Administration/management activities continue to consume deans' time the most, followed by fundraising. Managing personnel issues and financial/budget issues, including fundraising, represent the top aspects of the position deans must master and the greatest challenges they face and expect to face for the next 5 years. Deans found these same issues the most surprising aspects of their position, reporting a low level of preparedness to meet those challenges. Most deans advocated for additional leadership programs to supplement the current training received through ADEA and AAL. CONCLUSION: In recent years, gradual changes have occurred in the dental deans' profile, with more women and underrepresented groups assuming this leadership role and the average and median ages of deans increasing. Substantial turnover occurred among deans in recent years; when the 2014 survey was conducted, one respondent was an interim/acting dean. By comparison, seven reported their deanship status as interim/acting in 2021.

Perceived Preparedness of Dental Academic Institutions to Cope with the COVID-19 Pandemic: A Multi-Country Survey.

Dental academic institutions are affected by COVID-19. We assessed the perceived COVID-19 preparedness of these institutions and the characteristics of institutions with greater perceived preparedness. An international cross-sectional survey of dental academics was conducted from March to August 2020 to assess academics' and institutional attributes, perceived preparedness, and availability of infection prevention and control (IPC) equipment. Principal component analysis (PCA) identified perceived preparedness components. Multilevel linear regression analysis assessed the association between perceived preparedness and fixed effect factors (academics' and institutions' attributes) with countries as random effect variable. Of the 1820 dental academics from 28 countries, 78.4% worked in public institutions and 75.2% reported temporary closure. PCA showed five components: clinic apparel, measures before and after patient care, institutional policies, and availability of IPC equipment. Significantly less perceived preparedness was reported in lower-middle income (LMICs) (B = -1.31, p = 0.006) and upper-middle income (UMICs) (B = -0.98, p = 0.02) countries than in high-income countries (HICs), in teaching only (B = -0.55, p < 0.0001) and in research only (B = -1.22, p = 0.003) than teaching and research institutions and in institutions receiving ≤100 patients daily than those receiving >100 patients (B = -0.38, p < 0.0001). More perceived preparedness was reported by academics with administrative roles (B = 0.59, p < 0.0001). Academics from low-income countries (LICs) and LMICs reported less availability of clinic apparel, IPC equipment, measures before patient care, and institutional policies but more measures during patient care. There was greater perceived preparedness in HICs and institutions with greater involvement in teaching, research, and patient care.

Medicine and dentistry: Shall ever the twain meet?

BACKGROUND: Oral health and general medical health are intimately linked. However, medical and dental practitioners often work in isolation from each other and have separate training, funding, regulatory and administrative systems. OBJECTIVE: The aim of this article is to explore the history behind the divide between medicine and dentistry, and the challenges this raises. DISCUSSION: The siloed nature of the two professional groups may be attributed to historical backgrounds, deficiencies in interdisciplinary education, government funding discrepancies and differing models of care. The two professions have evolved with different social drivers and scientific underpinnings, with only a recent appreciation of the many connections between the health of the mouth and the health of the body. Solutions to overcome this divide should be considered in order to ensure better outcomes for patients, the community and perhaps the professions themselves.

International mobility of students in the medical disciplines from a comparative perspective.

Objective: We analyze the extent to which students of human, veterinary and dental medicine complete study-related stays abroad (frequency, type and duration of stays abroad and countries visited). Furthermore, we investigate the possible correlations between completed stays abroad and the duration of studies, the completion of a doctorate and entering professional life. Methods: The data come from a written cross-sectional survey of 742 graduates of their respective study programs at Bavarian universities. The evaluation was carried out using descriptive and inferential statistical methods. Results: Slightly more than half of the surveyed students completed study-associated stays abroad, with notable differences between the three study programs. The students most frequently completed internships abroad lasting an average of nine weeks. Switzerland was the most common country of destination for the stays abroad. Furthermore, there were no or only weak correlations between stays abroad, the duration of studies and progress towards a doctorate or the commencement of professional employment abroad. There were no correlations with the stress experienced as part of initial employment after graduation. Conclusion: The results clearly indicate that stays abroad are quite usual for students in the medical disciplines and are almost standard in the study of human medicine. The selection of the countries visited indicates that the primary goal of the students' stays abroad is to deepen their competence with a view to later employment in their home country.

Life satisfaction of Taiwanese dental graduates received residencies in the U.S.: a cross-sectional study.

BACKGROUND: Each year, more than 200 international dental graduates start U.S. specialty trainings to become specialists. It is unknown if their life satisfaction is associated with any dental career-related factor before residencies (e.g. dental school class rank, research experience, or private practice experience) and after residencies (e.g. staying in the U.S., teaching status, workplace, or board certification). This cross-sectional study aimed to identify these potential factors by surveying Taiwanese dental graduates who pursued U.S. residencies. METHODS: Life satisfaction was measured with a structured questionnaire, Satisfaction With Life Scale (SWLS), which includes five statements on a 5-point Likert scale. Online surveys were sent out to 290 Taiwanese dental graduates who were known to pursue U.S. residencies. T-test, one way analysis of variance, and multivariable adjusted generalized linear model (GLM) were used to assess the differences of mean SWLS scores from different variables. RESULTS: Surveys were completed by 158 dentists. Mean SWLS score of 125 specialists was higher (p = 0.0007) than the score of 33 residents. For the 125 specialists, multivariable adjusted GLM demonstrated better life satisfaction was positively associated with multiple independent factors, such as having research experience, being ranked in the top 26 ~ 50% of the class in dental school, starting U.S. residency within 4 years after dental school, starting residency before year 1996, and specializing in endodontics (vs. periodontics). Life satisfaction was not associated with any factors after residency (e.g. staying in the U.S. afterwards, teaching status, or workplace), but better mean life satisfaction score was significantly associated with being American specialty board certified (p < 0.001) for the specialists in the 26 ~ 75% of their class in dental school. For the 33 residents, better mean life satisfaction score was associated with better dental school class rank in both bivariate (p = 0.020) and multivariable adjusted GLM (p = 0.004) analyses. CONCLUSIONS: The life satisfaction of Taiwanese dental graduates pursuing U.S. residencies might be associated with some professional factors, such as research experience, dental school class rank, residency timing, specialty type, and specialty board certification. We hope our results may provide some objective information on making career decisions for international dental graduates/students who are preparing for U.S. residency.

Ten Years and Counting: A Successful Academic-Practice Partnership to Develop Nursing Research Capacity.

Achieving a decade long successful academic-practice partnership between a university-based school of nursing and a large private healthcare organization during a time of healthcare payment transformation is a significant accomplishment. Goals of the partnership are to provide evidence that 1. research collaboration and mentoring are instrumental in improving patient care by shaping nursing infrastructure and capacity and 2. consultation and mentoring activities will effectively engage faculty and staff nurses in an academic-practice research partnership. Nursing faculty and practicing clinicians collaborate on organizational priorities to improve patient care outcomes. Of the 28 approved studies, 17 are completed, five are in progress, and six were not completed. Dissemination products directly related to this partnership include: three publications, 23 podium presentations, and eight poster presentations delivered at local, national, and/or international conferences. Findings from seven of the 17 completed projects have been translated to improve practice. Several partnership participants have continued their academic progression and continue to conduct studies. This innovative partnership is a successful endeavor that bridges education and practice in our community, while developing research capacity in both institutions. This article adds to the emerging literature on models of academic-practice partnership to develop nursing research.

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.

Students' perspectives on undergraduate oral surgery education.

PURPOSE: This study evaluated students' perceptions of their self-confidence regarding aspects of their undergraduate oral and maxillofacial surgical training. It further aimed to develop a reliable Turkish version of the questionnaire originally developed by the Association of British Academic Oral Maxillofacial Surgeons (ABAOMS) Education Committee. METHODS: A cross-sectional survey of 40 fourth-year and 47 fifth-year dentistry students of Yeditepe University Faculty of Dentistry in Turkey with a mean age of 23.30 ± 1.50 was conducted in January and February 2018. The ABAOMS questionnaire was adapted to the Turkish language and culture. The items were organized in five domains (general information, self-confidence in oral surgery, role of outreach, anatomy knowledge in relation to oral surgery, and career aspirations) with most response options on a five-point Likert-type scale. Reliability was assessed through an internal consistency analysis and a test-retest approach. Descriptive statistics, independent samples t-tests, and Chi-squared for contingency tests were used to examine the data. RESULTS: Cronbach's alpha coefficient on the questionnaire was 0.89. The responses reflected general agreement among the respondents. Females were significantly more self-confident than males. Although the fifth-year respondents were more self-confident than the fourth-year respondents on items regarding anatomy knowledge, fourth-year respondents were more self confident in forceps extractions. Other than that no major differences in self-confidence were found between the two groups. CONCLUSION: Though self-confidence was high regarding extraction of teeth and retained roots, the participants of this study lacked self-confidence in performing surgical extractions and its related procedures, recognition of malignancies, and ability to differentiate between pain of odontogenic or non-odontogenic origin. Female students were relatively more self-confident. Teaching should focus on practical applications that support students' sense of self-confidence in their abilities. The Turkish version of the questionnaire was a reliable instrument.

The implementation of the Japanese Dental English core curriculum: active learning based on peer-teaching and learning activities.

BACKGROUND: Education in Japan and other Asian countries advocates the stereotypical passive learning style where students are limited in their breadth of knowledge dismissing anything not imparted by their teachers. With globalized education, professions are becoming very competitive, embracing student-centeredness compelling them to introduce active learning activities. A study funded by Japan's Ministry of Education conducted a needs analysis, proposed a solution, and implemented an active learning approach. Since the latter is still new in the Japanese teaching-learning environment, this current study aimed at assessing the willingness of undergraduate students of dental medicine to participate in active learning activities rather than the typical passive-style teaching-learning educational process. METHODS: Three active implementation-learning activities, namely International Group Discussions (IGD), Student-Teacher Experience (STE) and Role Play Activities (RPA) were included in the Dental English course in a classroom setting at a dental school in Japan. Students had to choose between participating in the activity or taking the final examination. Two hundred and three third-year undergraduate dental students participated over a 5-year period from October 2013 to March 2017. For IGD, the researchers assigned students to a topic and grouped them with visiting international exchange students. For STE, researchers gave students teacher-prepared presentation slides on basic dental topics, which they presented in front of their classmates. For RPA, students had to do prepared role-play and impromptu role play. Peer and teacher feedbacks of the activities were given to all students. At the end of the course, the students evaluated the active learning activities and wrote their comments in a free entry survey. RESULTS: All 203 students participated in the active learning activities confirming the changing learning needs of Japanese students in this dental school. The most common comment was that the class was interesting, fun, an easy-to-understand way to learn dental terms, and a safe way to express themselves in the English language. CONCLUSION: The majority of Japanese students preferred the active learning style. The study revealed that students reported greater engagement and better learning with proper guidance and time to prepare for the activities.

Improving Dental School Clinic Operations Using Business Intelligence Data.

In dental school clinics, students spend a great deal of time waiting for faculty members to check and approve their work. Traditionally at the University of Michigan School of Dentistry, students have left their cubicles to form lines behind supervising faculty members, and this line of students would follow the faculty member around from patient to patient. To address this problem and improve the patient experience, the school computerized the approval-seeking process by building the Faculty Request System (FRS) to enable students to stay with their patients while seeking the necessary approvals. The FRS produced a large volume of time-stamped, business intelligence data that enabled further evaluation. The aim of this study was to assess the effects of this change, including the quality/process improvement interventions that were possible due to information revealed by the FRS. The results showed no change in the number of students or faculty members per clinic session across the three years of this evaluation. With the FRS, the amount of time students spent away from their patients was reduced from 40.6 minutes to 12.1 minutes. After the FRS was implemented, there was an eradication of appointments that ended 30 minutes late (from 0.03% to zero) and a reduction of appointments that ended 15 minutes late (from 0.25% to 0.01%). There were also increases in students' starting appointments on time (9.8% of start checks to 25.8%), 15 minutes late (16.6% to 35.2%), and 30 minutes late (13.2% to 22.2%). By critically analyzing data from the new system, the school's leadership can analyze trends and make data-driven decisions to alter operations. The results of this study suggest that this process can improve the patient and student experience and faculty utilization.

A Pilot Study to Assess Feasibility of Lay Representation in Dental School Admissions Interviews.

Regulatory bodies in the dental profession often include members of the public as a way to ensure that patient interests are represented. With student selection for admission to dental school being a multifaceted, highly competitive process, this study was motivated by curiosity about the value of involving members of the public in the admissions process. At Newcastle University School of Dental Sciences, UK, semi-structured selection interviews conducted by two members of the faculty staff are part of the process. In the 2016-17 and 2017-18 admissions cycles, four lay representatives joined a number of the interview sessions. The aim of this study was to determine the feasibility of having a lay person present during the selection interview and whether this could become an integral part of the admissions process. A secondary purpose was to internally validate the processes in place for the interviews by considering the alignment of judgments of the panel and lay representatives. This study followed a two-stage, mixed-methods design. Quantitative analysis compared numerical interview scores awarded by the panel and lay representative when present. Scores for each question domain and overall interview score were compared. Qualitative analysis was carried out by conducting a focus group with lay representatives to seek insight into their experience and reflections on the interview processes. Thematic analysis was used, and overarching themes identified. The results showed no statistically significant difference between the interview panel and lay persons' scores for each domain or overall score awarded for the interview. The thematic analysis identified three overarching themes: reason for volunteering, process and training, and thoughts on style of interview used. These results suggest that involvement of lay people from the local community was feasible, and there was interest in continuing this involvement from the volunteers themselves.

Qualifications and Characteristics North American Dental Deans Seek in Department Chairpersons.

The aim of this study was to determine whether deans of North American dental schools perceived that one category of department chairperson skills (leadership or management) was more important than the other for their chairpersons to be successful. A secondary purpose was to determine the professional qualifications and personal characteristics these deans perceived contributed most to the success of department chairpersons and whether those differed by the research emphasis of the school. An email survey was sent in 2016 to all 75 deans of U.S. and Canadian dental schools with graduating classes. Section one of the survey was an open response section asking deans to list the five most essential characteristics of a successful department chairperson. Section two asked deans to rank the importance of eight listed professional qualifications, and the last section asked deans to rate the importance of four leadership and four management traits that could contribute to the success of their chairpersons. Questions about characteristics of the deans and the schools were also included. A response rate of 46.7% was obtained. The most frequent characteristics listed in the open response section were in the categories of vision, academic expertise, and integrity. The three most highly ranked professional qualifications were previous teaching experience, previous administrative experience, and history of external research funding. Four of the eight professional qualifications were ranked differently by deans of high compared to moderate research-intensive schools (p<0.05). Overall, the respondents rated leadership skills more highly than management skills (p=0.002) as important for departmental chairpersons.

Improving Diversity of Dental Students Through the Boston University Master's of Oral Health Sciences Postbaccalaureate Program.

Boston University Goldman School of Dental Medicine (GSDM), in collaboration with Boston University School of Medicine, introduced the Oral Health Sciences (OHS) pipeline program in 2005 to enhance the academic preparedness of students from underrepresented minority (URM) groups for dental school admission. The aim of this study was to evaluate the OHS program's success in preparing URM students for dental school, as measured by acceptance to dental school and performance in the first and second years. Data on 2005-15 program enrollees were collected from admissions records, the registrar, and the Office of Institutional Research on students' race/ethnicity, undergraduate and OHS grade point average (GPA), and Dental Admission Test (DAT) scores. Acceptance to dental school and performance at GSDM for non-URM OHS graduates, URM OHS graduates, and non-OHS dental students were compared. A total of 55 URM students completed the OHS program during this period, with 49 successfully matriculating to a dental school in the U.S. and 33 attending GSDM. Average OHS GPA was higher for those URM students accepted to dental school than for those who did not gain admission (3.36±0.30 vs. 2.94±0.19). Evaluation of the academic performance of URM OHS students in the first year (p=0.13) and second year (p=0.88) at GSDM showed that these students performed as well as the non-OHS and non-URM OHS students. These results demonstrate that the OHS master's program serves as a successful credential-enhancing program for dental school applicants, while also serving as a pipeline to increase the number of qualified applicants from URM groups.

Creating a Supportive Educational Research Culture at a Dental School by Identifying Obstacles and Solutions.

The aim of this study was to identify the extent of educational research conducted at one U.S. dental school and to assess faculty needs for engaging in it more fully. A task force developed and administered a survey to all the school's full-time faculty members in January 2014. The response rate was 73.6% (n=106/144). The majority of the respondents were clinicians (73%), had a primary responsibility for teaching (80%), and were non-tenure track (62%). Thirty-six percent (n=24) of the non-tenure-track respondents reported being expected to engage in scholarship as well as the 38% (n=40) who were on the tenure track, for a total of 60% (n=64/106). Overall, 51% of respondents reported they had a half-day or less for scholarship. Clinical faculty respondents had significantly less time for scholarship than non-clinical (p<0.001). Two-thirds (n=72, 68%) said they had not received research training, and over half (n=56, 53%) had never conducted educational research. The most common answers for why respondents did not conduct educational research were "do not know how" (n=32%) and "not required" (n=23%). Help with statistical analysis was reported as the most important support factor, followed by having collaborators, help with research design, time, funding, and travel. While overall interest in conducting educational research was moderate (median=5 on a 1-10 scale, IQR=3,8), a highly interested group (n=45) had produced more research than others (p≤0.041). This group desired more small grants (91%) and training opportunities (89%, p≤0.001). In response to one of the findings of this study, a small-grant program of $15,000 annually for educational research was implemented in May 2014. Funded by this program, 11 projects have been initiated with both scholarship and learning improvement outcomes.

[Dentistry demographics of Center Val de Loire region: Opportunities and prospects]. / Démographie des chirurgiens-dentistes en région Centre-Val de Loire : opportunités et perspectives.

The Center Val de Loire region is particularly affected by the shortage of health professionals. The demographics of dentists are not immune to this situation and the retirement of a practitioner has become a real public health issue. For this purpose, bridges were created between the faculties of odontology of Nantes, Clermont-Ferrand and the Faculty of Medicine of Tours, to welcome short cycle students in Center Val de Loire region, to create a link with the liberal practitioners and to allow the students to confront the health issues of this territory.

A Long-Term Follow-Up Study of Former Dental School Teaching Assistants: Are They Teaching After Graduation?

There has been growth in teaching opportunities for dental students over the past two decades, but little research on whether these experiences have led to actual positions in academia. The aims of this study were to determine whether former teaching assistants at New York University College of Dentistry continued in dental academia after graduation or intended to teach during their careers and to assess their reasons for or for not teaching. Of the 294 former teaching assistants who taught their peers from 2003 to 2014, 106 responded to a survey, for a response rate of 36%. Of the respondents, 28% reported having teaching appointments, with 7% (n=8) having full-time teaching appointments and 21% (n=22) having part-time teaching appointments in a dental school or hospital-based program at some point after graduation. The most common reasons given for teaching were "intellectual stimulation" and "enjoyment" followed by "interactions with students." The most reported reason for not teaching was "student loan debt," followed by "too busy building private practice," "limited teaching opportunities in area," and "family commitments." Significantly, 95% of these former teaching assistants either taught or intended to teach during their careers, and they were six times less likely to rule out future teaching than dental school seniors in national surveys. These findings suggest that participating in teaching opportunities in dental school plants the seed for future teaching. More follow-up studies should be undertaken to see which types of teaching assistant programs are more successful in creating long-term teaching commitments.

The Benefits and Challenges of Collaborative Learning: Educating Dental and Dental Hygiene Students Together.

Most often, members of the dental team are educated in separate programs. These professionals then come together in practice to work as a team, often with limited knowledge about each other's roles. The aim of this study was to assess the perspectives of dental and dental hygiene students regarding collaborative learning after taking two courses together. Five years (2010-14) of survey data were collected from a convenience sample of dental and dental hygiene students. The dental hygiene students were in their first and second years (DH1 and DH2) at Eastern Washington University (EWU). The dental students were in the University of Washington (UW) Regional Initiative in Dental Education (RIDE) program, taking their first year of courses in Eastern Washington with EWU's dental hygiene and UW's medical students. Eight first-year dental (D1) students participate in the RIDE program each year, totaling 40 across the five years. Because the same D1 students take both courses, this target population was 80. The number of DH1 and DH2 students in these courses ranges from 32-36 each year, for a target population of 323 across the five years. A total of 193 survey responses were collected, for an overall response rate of 48%; the D1 response rate was 72%, and the DH response rate was 42%. In the results, students perceived that learning collaboratively helped them think positively about other dental professionals, benefitted their problem-solving skills, increased their understanding of clinical problems, helped them become better team members, improved trust and respect, and improved their understanding of course content. These results suggest that collaborative learning had a positive impact on both groups. In comments, students suggested they would benefit from more shared learning experiences in the clinic and agreed that collaborative learning would help them create a more cohesive team.

U.S. Maxillofacial Prosthetics Programs: Fellows' and Directors' Perspectives.

Maxillofacial prosthetics (MFP) programs in the U.S. select only a limited number of applicants for fellowship positions. The aims of this study were to survey MFP fellows about which factors influenced their choice of programs and to survey MFP directors about what they considered critical factors in the selection process. Surveys were sent to all eight directors and 13 fellows at all eight U.S. MFP programs in June 2015. The directors' questions asked about general information, resident selection process, letters of recommendation, interview process, and decision process. The fellows' questions addressed their demographics, program-related factors, and future goals. The directors' surveys were sent directly to the directors, and the fellows' surveys were sent to the directors for distribution. The survey response rate for the directors was 87.5% (N=7), and that of the fellows was 53.8% (N=7). In selecting fellows for programs, responding directors reported the interview process was most important, followed by letters of recommendation, personal statement, and prosthodontic program grades. Responding fellows reported that location, variety of treatment, patient volume provided, and clinical education were crucial components in their choice of program. This information may be useful to MFP programs and fellows in the continuing development of this specialty.

Oral Health and Dental Students' Perceptions of Their Clinical Learning Environment: A Focus Group Study.

Creating an optimal clinical learning environment poses a challenge to health professions educators. To evaluate and improve the clinical learning environment, it is necessary to understand students' experiences of their environment and the factors they perceive as having an impact on their learning. The aim of this explorative qualitative study was to examine University of Otago Faculty of Dentistry students' perceptions of their clinical learning environment to gain insights into how learning outcomes could be enhanced. In 2015, all approximately 600 students at all levels of the Bachelor of Oral Health and Bachelor of Dental Surgery degrees at the University of Otago, Dunedin, New Zealand, were invited to participate in focus groups. Focus groups facilitated by the faculty education research fellow and another researcher employed for the project were conducted during the second half of the academic year. Transcribed data were analyzed using a general inductive approach. Twenty-one students from all levels of the two programs attended one of six confidential focus groups. Three broad themes were evident in the results from all groups: feedback processes, assessments and grading, and tutor interactions. In the focus groups, students expressed dissatisfaction regarding current feedback practices, types of feedback to benefit learning, consistency in the grading system, and impact of different educators' teaching styles on learning. These results indicated a need for further research and curricular efforts to promote good student-teacher relationships in the clinical learning environment, which are paramount for creating an optimal teaching and learning environment and enhancing student outcomes.