Assessment of predoctoral orthodontic education amongst U.S. dental schools : a pilot study
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This study examined which dental school factors, such as the presence of an orthodontic residency, influence the contents of predoctoral orthodontic curricula. A 19-question survey, approved by the UMKC IRB, was distributed to the Associate Deans of Academic Affairs of 67 accredited dental schools in the contiguous United States via email. The survey was divided into four domains: dental school characteristics, predoctoral orthodontic didactic curriculum, predoctoral orthodontic clinical curriculum, and opinions on predoctoral orthodontic curriculum. To determine associations between predoctoral orthodontic curriculum and all variables, Fisher’s Exact tests were used. Of the 67 dental schools in which the survey was sent to, 19 participated for a 28% response rate. Seventy-four percent of respondents were state schools and 26% were private schools. In addition, 79% of responding schools reported having an orthodontic residency at their institution whereas 21% did not. Survey data revealed a statistically significant association between institutions with higher didactic hours and presence of a predoctoral orthodontic lab course. Institutions with a predoctoral orthodontic lab course were more likely to have wire bending, interpretation of lateral cephalometric radiographs, and fabrication of orthodontic appliances as exercises. Overall, the results of this study suggest that certain dental school characteristics, such as having more didactic hours, are significantly associated with more extensive and hands-on predoctoral orthodontic curricula. Schools with lab courses tend to offer more practical exercises such as wire bending and radiograph interpretation, indicating that curriculum depth is influenced by institutional factors.
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Introduction -- Methods -- Results -- Discussion -- Conclusions
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M.S. (Master of Science)