Methods and timing of curricular integration in U.S. dental education in preparation for the Integrated National Board Dental Examination

Abstract

Purpose To characterize methods, timing, faculty training, and barriers pertaining to curricular integration in preparation for the Integrated National Board Dental Examination (INBDE) at U.S. dental schools Methods Academic deans at 67 U.S. dental schools were emailed an online survey consisting of questions on the time frame and methods of curricular integration, faculty training, and barriers to curricular integration Results Approximately 86% of schools have implemented (∼39%) or will implement (∼61%) changes in curriculum in preparation for the INBDE. Curricular integration was completed in 3‐4 years in most schools, with those schools with larger class sizes taking longer. While 56% of respondents reported avoiding a complete curricular overhaul, 79% reported course sequencing changes, adding, subtracting, or combining courses, and making some changes in existing courses. Curriculum committees had the most input in curricular changes, while individual instructors had the least influence. Sixty seven percent of respondents reported faculty being trained to teach in an integrated curriculum. Problem/case‐based learning and clinical case presentations are being used more for incorporation of biomedical sciences in clinical curriculum; use of clinical examples was the most used mechanism to integrate clinical information in biomedical sciences curriculum. Eighty two percent of respondents indicated that lack of faculty time to prepare courses as the primary barrier for implementing an integrated curriculum. Conclusions Our results show that most U.S. dental schools are implementing integrated teaching models to prepare their students for the INBDE. However, lack of faculty time and training need to be addressed for more successful curricular integration.

An exam blueprinting case for measuring student application of biomedical sciences to clinical sciences

“…The Integrated National Board Dental Examination (INBDE), which assesses the ability to apply fundamental knowledge in a problem-solving context, focuses on evaluating the future dental practitioner's ability to integrate basic sciences knowledge into adaptive clinical learning situations and requires a more didactic applicationoriented approach to organizing the dental curriculum. 1,2 In medical and dental education, tracking biomedical sciences (BMS) content performance through multi-course assessment data can help educators address how and to what extent the teaching of BMS is being applied to integrated clinical sciences throughout students' progression from preclinical to clinical experiences. 3,4 Constructive alignment and exam blueprinting provide complementary approaches for educators to align their assessment construction with organized course content, learning objectives, and goals.…”

Examining the effects of early patient care and biomedical science integration on predoctoral dental student competence and confidence

“…As a result of these developments in educational theory, various approaches have been suggested to help increase the integration of the biomedical and clinical sciences 8–10 . Some of these methods include combining biomedical science and clinical science courses, reinforcing the biomedical sciences on the clinic floor, introducing integrated seminar series, utilising case‐based assessments, developing integrated case presentations, and applying the methods of case‐based and problem‐based learning in the classroom 8–25 . In medical education, an approach that has been used to increase integration is early experiential learning, which can be defined as the method of learning by doing 26,27 .…”

“…[1][2][3][4][5][6][7] As a result of these developments in educational theory, various approaches have been suggested to help increase the integration of the biomedical and clinical sciences. [8][9][10] Some of these methods include combining biomedical science and clinical science courses, reinforcing the biomedical sciences on the clinic floor, introducing integrated seminar series, utilising case-based assessments, developing integrated case presentations, and applying the methods of casebased and problem-based learning in the classroom. [8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] In medical education, an approach that has been used to increase integration is early experiential learning, which can be defined as the method of learning by doing.…”

“…[8][9][10] Some of these methods include combining biomedical science and clinical science courses, reinforcing the biomedical sciences on the clinic floor, introducing integrated seminar series, utilising case-based assessments, developing integrated case presentations, and applying the methods of casebased and problem-based learning in the classroom. [8][9][10][11][12][13][14][15][16][17][18][19][20][21][22][23][24][25] In medical education, an approach that has been used to increase integration is early experiential learning, which can be defined as the method of learning by doing. 26,27 In one study, students were given the opportunity to participate in clinical clerkships early on in their programme.…”

Evidencia basada en la práctica: conocimientos, percepciones y comportamiento de los estudiantes de primer año de Odontología

“…L os programas de formación del área médica presentan una constante y rápida actualización como respuesta a las nuevas patologías emergentes a nivel local, nacional y mundial [1][2][3] . Estas actualizaciones deben seguir criterios de eficacia, como mencionó Archie Cochrane en su libro, en el año 1972: "Effectiveness and Efficiency: Random Reflections on Health Services" 4 .…”