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New Dental Schools What Are They Doing Out There? (And Do We Really Need Them?)

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New Dental Schools What Are They Doing Out There? (And Do We Really Need Them?) General Thoughts The more I learn, the less I m sure of This is simply an ... – PowerPoint PPT presentation

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Title: New Dental Schools What Are They Doing Out There? (And Do We Really Need Them?)


1
New Dental SchoolsWhat Are They Doing Out
There?(And Do We Really Need Them?)
2
Overview
  • 1986 2001 7 Dental Schools Closed
  • 1997 2009 5 Dental Schools Opened
  • 2011-2014 7 new schools
  • Future 8 new schools being considered
  • There are still many in the profession who
    remember the last time the system was expanded
  • Influence of practicing profession on applicant
    pool

3
Perspective
  • 1980 6,000 graduates 227 million 138,000
  • 1990 4,000 graduates 250 million 162,500
  • 2000 4,200 graduates 281 million 167,000
  • 2010 4,800 graduates 308 million 164,000
  • 2020 5,600 graduates 335 million 160,000

4
Why Connected to Osteopathic Medicine?
  • The Osteopathic Philosophy
  • Health is more than the absence of disease
  • Health involves the whole person (body, mind and
    spirit) and the persons relationship to others
    and the world
  • Oral Health is essential to Overall Health

5
Framing the Debate
  • Do We Need New Dental Schools?
  • Vs
  • If We Are Going to Have New Schools, How Can We
    Take Advantage of the Opportunity?

6
Opportunities for New Dental Schools
  • Many reports/articles/discussions about the need
    to reinvent dental education
  • Similar documentation of the slowness of real
    change
  • Dozens of presentations over the years about new
    ways of doing things but progress seems slow
  • Dont new schools have an obligation to help move
    the profession forward?
  • Are these really New Models?
  • Or, is it that the new schools have a better
    chance?

7
Opportunities for New Dental Schools
  • A Blank Slate
  • Responsibility to the Profession to Lead Change
  • Innovative Curriculum models
  • Efficient/Effective Patient Care models
  • Community-Based Education models
  • Inter-Professional Education
  • Oral Systemic Connection

8
UNE - Mission
  • University
  • The University of New England provides students
    with a highly integrated learning experience that
    promotes excellence through interdisciplinary
    collaboration and innovation in education,
    research and service.
  • College of Dental Medicine
  • The mission of the University of New England
    College of Dental Medicine is to improve the
    health of northern New England and shape the
    future of dentistry through excellence in
    education, discovery and service.

9
Hallmarks
  • Holistic Admissions Criteria
  • Humanistic Environment student and patient
    friendly
  • Strong Foundation in Science
  • Curriculum built around patient care
  • Integrated teaching and learning model that is
    innovative and evidence-based (use of varied
    methods)
  • Appropriate use of modern technology and
    Realistic Simulation
  • Early and Extensive Clinical Experiences
  • Comprehensive Care in Group Practice Model

10
Hallmarks
  • Prevention-Oriented Teaching and Practice
  • Promotion of community and dental public health
  • Significant community-based education experience
  • Development of strategic partnerships to help
    achieve mission and goals
  • Research and critical inquiry, inter-professional
    practice, life-long learning
  • Professionalism, Ethics, Leadership,
    Communication, Business Management Skills

11
UNE CDM Graduates
  • Will be ethical, caring people
  • Will be life-long learners
  • Will be capable clinical practitioners who will
    have the ability to provide complex, high-quality
    care in an inter-professional health care
    delivery system
  • Will embrace scientific and technological
    advances
  • Will understand the connections between oral
    health and general health

12
UNE CDM Graduates
  • Will be partners in the inter-professional health
    care delivery systems of the future
  • Will be leaders of their own oral health care
    teams, as they enhance and extend the quality of
    life in their communities.
  • Will collectively engage in clinical oral health
    care, public health practice, biomedical and
    health services research, education and
    administration
  • Will fulfill their professional obligation to
    improve the oral health of all members of
    society

13
CDMI
  • Behaviorally oriented Whole File Admissions
    Reviews
  • Use of Multiple Mini Interview (MMI) protocol
  • Single Pillar Organizational Structure
  • No departments or divisions
  • Generalist model of education and practice
  • Competency based
  • Integration of Pre-Clinical Curriculum
  • Hi-tech Simulation based on clinical case
    scenarios
  • Integrated Oral Health Science Curriculum
  • General Dentistry based supported by specialists
  • Patient Centered, Group Practice, Grand Rounds
    Approach

14
CDMI (Continued)
  • Use of varied teaching learning methodologies
  • Small groups
  • Case-based
  • Problem based
  • Biomedical Sciences integrated and system based
  • Connected to Oral Health Sciences where
    facilitated by timing and scheduling
  • Spiral model of curriculum progression in which
    basic concepts are revisited throughout
    curriculum
  • Capstone, team-taught course in Yr. 2, 2nd Sem
  • Review and reinforce prior learning in B.S.
  • Motivate critical thinking through use of cases
  • Provide better preparation for NBDE

15
CDMI (continued)
  • Interprofessional Learning and Practice
  • Core inter-professional course attended by all
    first year students from nine professional
    programs
  • Second year course in Head and Neck Diagnosis
    co-directed by Osteopathic Medicine and Dental
    Medicine
  • Inter-professional health care facility with
    dentistry as anchor tenant but with all other
    professional programs included

16
USN Educational Model Mastery
Education
Assessment/ Outcomes-Based Education
17
USN
  • Block system for didactic courses
  • 36 hr course six 6 hr. days
  • Supported by contiguous breakout room
    configuration to allow for small group, PBL, and
    active collaboration
  • Immediate exploration and clarification of core
    concepts with faculty

18
USN
  • Mastery Education Model
  • Criterion Referenced and Competency Based
  • Pass/No Pass
  • 90 passing grade
  • Assessments occur within block on Friday with
    remediation the following Monday
  • Additional remediation opportunity in summer for
    those with three or more no pass
  • General Dentistry Group Practice Teams
  • Community-based education for most of 4th year
  • Focused approach to research

19
1 Individual Course
Block System / USN
20
Block SystemAdvantages
  • Focused Learning / 1 Topic
  • Mastery of Topic
  • Increase Active Learning
  • Rapid Instructor Assessment/Feedback
  • Peer Teaching
  • Remediation

21
Contemporary Classroom Complex
  • Classroom in the round
  • No one more than 4 rows away from teacher
  • 5 Breakout rooms small-group teaching/discussion

USNs Classroom Complex
22
Typical Teaching Day
  • 8-9 am Formative Assessment / Prior Day
  • 9-10 am New Material (lecture)
  • 10-11 am Team Activities Feedback
  • 11-Noon Lunch
  • 12 1 pm New Material
  • 1-230 pm Team Activities
  • 230-300 pm Feedback, Wrap-up, Loose Ends

23
Western University of Health Sciences College of
Dental Medicine
  • Vision
  • Western University College of Dental Medicine
    will be a premier center for integrative
    educational innovation basic and translational
    research and high quality, patient-centered,
    interprofessional health care, all conducted in a
    setting that utilizes advanced technology and
    promotes individual dignity and potential for
    personal and professional growth.
  • The WesternU College of Dental Medicine will
    realize this vision by educating and training
    highly competent, diverse groups of clinical
    practitioners who have the ability to provide
    complex, integrative, high-quality,
    evidence-based care for patients, families and
    communities.

24
Western University of Health Sciences College of
Dental Medicine
  • Mission
  • WesternU College of Dental Medicine will produce
    graduates who will be ethical, caring life-long
    learners who will collectively engage in
    clinical oral health care, public health
    practice, biomedical and health services
    research, education and administration and who
    will fulfill their professional obligation to
    improve the oral health of all members of
    society, especially those most in need. They
    will embrace scientific and technological
    advances and understand the connections between
    oral health and general health. They will be
    partners in the interprofessional health care
    delivery systems of the future, as well as
    leaders of their own oral health care teams, as
    they enhance and extend the quality of life in
    their communities.

25
Guiding Principles
  • Critical Thinking
  • Self Assessment
  • Lifelong Learning
  • Science Based Curriculum
  • Integration of basic/behavioral/clinical sciences
  • Focus on Overall Health/Oral Health Connections
  • Early entry into clinic
  • Use of appropriate technology
  • Professionalism/Ethics/Values
  • Leadership/Communication/Management Skills

26
Curriculum Highlights
  • Basic/Behavioral Sciences
  • Systems based approached to basic sciences
  • Challenges with simply taking med school
    curriculum
  • Evolving into dental school ownership of
    biomedical sciences
  • with integrated case based approach
  • Interprofessional Experiences
  • Case-base instruction, didactic coursework,
    community
  • education as well as clinical training and
    rotations
  • Integrated Dental Sciences
  • Essentials of Clinical Dentistry
  • Bucket approach based upon patient care
  • Close juxtaposition of didactic material with
    simulated
  • exercises and patient care
  • Learn procedure, practice to competency, apply in
    patient
  • care

27
Curriculum Highlights
  • Comprehensive Patient Care
  • Group Practice Model
  • Evidence-Based
  • Patient Centered
  • Competency Driven
  • Community-Based Education
  • Real Life Experiences
  • Practice Management
  • Service to Community
  • Faculty
  • Coming from private practice or directly from
    residency programs
  • Possibly contributing to a net gain in faculty?
  • Will require well planned faculty development
    programs

28
Inter-Professional Patient Care Center
29
Interprofessional Clinic
30
Western University
  • Evidence-Based Decision Making and Clinical
    Research First Year Course
  • Course Topics and Objectives
  • Introduction to Epidemiology
  • Introduction to Clinical Trials
  • Introduction to Biostatistics
  • Ethical and Regulatory Issues in Clinical
    Investigation
  • Introduction to evidence-based practice
  • Developing a precise question

31
Western University
  • Introduce students to clinical research methods
    as well as basic and advanced concepts of
    evidence-based practice in the health
    professions.
  • Train students to appropriately utilize and
    evaluate the biomedical literature across health
    professions.
  • Prepare students to engage in evidence-based
    decision making, providing the skills needed to
    locate relevant online scientific/medical
    information as well as to evaluate the quality of
    the research methodologies and statistical
    analyses reported in the clinical research
    literature.
  • Focus is from a clinical practitioner/researcher
    standpoint rather than that of a basic sciences
    researcher. This is an introduction to several
    key concepts, and students are not expected to
    have a deep mastery of statistics, research
    methodology, or online bibliographic databases
    prior to taking the course.

32
Western University
  • Develop and utilize effective evidence-based
    practice search strategies
  • Critically appraise the evidence for its validity
    and importance regarding diagnosis and screening,
    prognosis, therapy and etiology/harm
  • Apply the results to practice 
  • Instill in the student an approach to health care
    that requires the judicious integration of
    systematic assessments of clinically relevant
    scientific evidence in the context of patient
    treatment needs and preferences.

33
Other Initiatives
  • University owned remote clinics
  • Community Service Learning Centers
  • Located in Rural, Underserved areas
  • Faculty, residents, dental students, staff
    practicing together
  • Expose students to patients with more complex
    medical and oral health needs
  • One goal is to have the dental graduates go back
    to those rural areas to practice

34
General Thoughts
  • The more I learn, the less Im sure of
  • This is simply an overview
  • CCI principles do form the basis for much of what
    is happening
  • New schools, like existing schools, are unique,
    with individual missions and goals
  • Doing new things or doing old things
    differently will require paradigm shifts, risk
    taking, extreme flexibility, and willingness to
    fail
  • Possible to create a different culture, but can
    it be maintained?
  • When the going gets tough, will we revert back to
    what we know?

35
Special Thanks To
  • Dr. Lex MacNeil, Midwestern University-Illinois
  • Dr. Rick Buchanan, University of Southern Nevada
  • Dr. Steve Friedrichsen, Western University of
    Health Sciences
  • Dr. Rick Valachovic, ADEA
  • The thousands of people who have taught me over
    the years, both formally and informally

36
Questions?Discussion
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