“ new dental schools ” what are they doing out there? (and do we really need them?)
Post on 20-Jan-2016
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“New Dental Schools”What Are They Doing Out
There?
(And Do We Really Need Them?)
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
Perspective
1980 – 6,000 graduates; 227 million = 1:38,000
1990 – 4,000 graduates; 250 million = 1:62,500
2000 – 4,200 graduates: 281 million = 1:67,000
2010 – 4,800 graduates: 308 million = 1:64,000
2020 – 5,600 graduates: 335 million = 1:60,000
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 person’s relationship to others and the world
• Oral Health is essential to Overall Health
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?”
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
Don’t 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?
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
UNE - MissionUniversity
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.
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
HallmarksPrevention-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
UNE CDM GraduatesWill 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;
UNE CDM GraduatesWill 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;
CDMIBehaviorally 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
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
CDMI (continued)
Interprofessional Learning and PracticeCore inter-professional course attended by all first
year students from nine professional programsSecond 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
USN Educational Model – Mastery Education
ContemporaryContemporaryClassroomClassroomComplexComplex
Block SystemBlock System
Active andActive and CollaborativeCollaborative
LearningLearning
Assessment/Assessment/Outcomes-Outcomes-Based Based EducationEducation
USN
Block system for didactic courses36 hr course = six 6 hr. daysSupported by contiguous breakout room
configuration to allow for small group, PBL, and active collaboration
Immediate exploration and clarification of core concepts with faculty
USNMastery Education Model
Criterion Referenced and Competency BasedPass/No Pass90% passing gradeAssessments occur within block on Friday with
remediation the following MondayAdditional 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
1 Individual Course
Focused Learning / 1 Topic
Mastery of Topic
Increase Active Learning
Rapid Instructor Assessment/Feedback
Peer Teaching
Remediation
Block System:Advantages
Classroom “in the round”;
No one more than 4 rows away from teacher;
5 Breakout rooms – small-group teaching/discussion;
Contemporary Classroom Complex
USN’s Classroom USN’s Classroom ComplexComplex
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
1-2:30 pm: Team Activities
2:30-3:00 pm: Feedback, Wrap-up, Loose Ends
Typical Teaching Day
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.
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.
Guiding PrinciplesCritical ThinkingSelf AssessmentLifelong LearningScience Based CurriculumIntegration of basic/behavioral/clinical
sciencesFocus on Overall Health/Oral Health
ConnectionsEarly entry into clinicUse of appropriate technologyProfessionalism/Ethics/ValuesLeadership/Communication/Management
Skills
Curriculum HighlightsBasic/Behavioral Sciences
Systems based approached to basic sciencesChallenges with simply taking med school curriculumEvolving 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
Curriculum Highlights
Comprehensive Patient Care Group Practice ModelEvidence-BasedPatient CenteredCompetency Driven
Community-Based EducationReal Life ExperiencesPractice ManagementService 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
Inter-Professional Patient Care Center
Interprofessional Clinic
Western University
Evidence-Based Decision Making and Clinical Research – First Year Course
Course Topics and Objectives: Introduction to EpidemiologyIntroduction to Clinical TrialsIntroduction to BiostatisticsEthical and Regulatory Issues in Clinical
InvestigationIntroduction to evidence-based practiceDeveloping a precise question
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.
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.
Other Initiatives
University owned remote clinicsCommunity Service Learning CentersLocated in Rural, Underserved areasFaculty, residents, dental students, staff practicing
togetherExpose students to patients with more complex
medical and oral health needsOne goal is to have the dental graduates go back
to those rural areas to practice
General Thoughts The more I learn, the less I’m 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?
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
Questions?
Discussion
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