In dental education, professionalism has been viewed as a requirement in order to achieve and maintain competence in the practice of dentistry. The Professionalism Mini-Evaluation Exercise (P-MEX), a 21-item instrument validated in medicine, is often used to measure the following observable professionalism behaviors: doctor-patient relationship, reflective skills, time management skills, and interprofessional relationship skills. Emotional intelligence (EI) is defined as the ability to accurately perceive emotions in oneself and in others in order to improve performance and personal growth. The primary aim of this study was to elucidate for dental education the relationship of professionalism as measured by the P-MEX to EI as measured by the Emotional Quotient Inventory (EQ-i) 2.0, and the secondary aim was to explore relationships between EQ-i 2.0 subscales and the P-MEX. A correlational cohort study was conducted in 2015-16 in which the EQ-i 2.0 was administered to dental students at one U.S. dental school at the end of their second year as they began their clinical education experience. Out of a total class of 66 students, 49 (74%) were chosen to participate through randomized selection in order to have about 12 students per team clinic group. The P-MEX evaluations were collected eight months later in three settings: the comprehensive care clinic, community outreach clinics, and clinical care seminars. The students' EQ-i 2.0 mean scores and P-MEX mean scores resulted in a non-significant correlation. However, the EQ-i 2.0 subscales self-actualization and happiness were significantly correlated with the P-MEX mean scores. These results suggest that there was a relationship between these students' EI and professionalism, which supports the use of both for the evaluation and development of professionalism through a multiple triangulated effort.

Objectives The purpose of this study is to measure how the implementation of an online, preclinical hybrid curriculum impacts dental student clinic readiness, the outcomes of grades, critical thinking skills, and student and faculty perceptions respectively. Methods This longitudinal comparative and descriptive study used objective data and subjective (survey) data for 4 dental class cohorts. Groups A and B experienced a traditional lecture‐based curriculum, while Groups C and D experienced a hybrid curriculum that was lecture‐free and implemented active learning. The Health Sciences Reasoning Test (HSRT), an objective assessment, was used to measure students’ critical thinking skills. Results Dental student outcomes have either remained steady or improved with the transition to a new hybrid curriculum. According to the student and faculty survey results, the hybrid curriculum promoted student learning, independence, critical thinking, initiative and self‐motivation, and clinic practice readiness. Group C (N = 68) Total Online Platform mean scores demonstrated a significant and moderately strong correlation with the preclinical course mean grades (r = 0.68, P = 0.00). Group D HSRT (n = 63) for Attempt 1 (end of year 1) and Attempt 2 (end of Year 2) paired T test resulted in HSRT Overall (mean difference = −2.27, SD = 7.21, t = −2.5, P = 0.02) for the second preclinical year. Conclusion The hybrid curricular approach afforded many benefits. Faculty took an active role in imparting knowledge when compared to the lecture hall. Having students immersed in continual assessment through an online adaptive platform and active learning promoted self‐motivation, deeper learning, applied knowledge, and discouraged superficial memorization.

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