Presence of management, entrepreneurship, leadership and marketing topics in the dental school curriculum in Brazil

Abstract

Introduction:To analyse the presence and characteristics of curricular components related to management, entrepreneurship, leadership and marketing as part of the structure and teaching methods of undergraduate courses in dentistry in Brazil. Materials and Methods:This is an observational study that used the Ministry of Education's Undergraduate Course Accreditation Platform, which included 424 undergraduate courses in Dentistry on the last date of collection (August 31 2019). The following items were analysed as follows: the existence of curricular components in relation to the proposed themes, the most recurring denominations of curricular components, minimum and maximum workload, mandatory/optional classification, theoretical/practical teaching condition and in which year the curricular components were inserted.Results: 367/424 (86.6%) of dentistry courses in Brazil included at least one of the topics: management, entrepreneurship, leadership and marketing curricular components in their curriculum, whilst 57/424 (13.4%) did not have these curricular components in their curricular structure. The most frequent names were "Management" 99 (45.21%) and "Entrepreneurship" 80 (36.5%). There was a predominance of the "theoretical method" and the number of hours varied considerably, with the most common course hours between 40 and 60 h. The majority of curricular components were inserted in the third to fifth year and offered on a compulsory basis. Conclusion:Most curricular matrices of dentistry courses in Brazil had components related to the topics studied. However, due to the variety of curricular components' names, hours, periods of courses and different teaching methodologies, there is a need to redesign the teaching and learning process, defining educational and evaluation models with common curricular components.

Leadership and work community – views of graduating dental students

“…This may result in selection bias (Kalenderian et al , 2013), as those interested in participating in the training may already tend to take on leadership roles or have a positive view of leadership in general. So far, dental schools’ programs in leadership training seem to have been mainly optional, extracurricular or voluntary leadership development courses based largely on a generic business school model of leadership education (Victoroff et al , 2009; Kalenderian et al , 2013; Wardman et al , 2017; D’Assunção et al , 2021). However, it is important to be aware that both newly graduated dentists and their more experienced colleagues have considered the level of knowledge and leadership skills of graduates as limited (Koivumäki et al , 2017; D’Assunção et al , 2022).…”

“…Even though there is a lack of studies evaluating the effectiveness of leadership training courses in dentistry (Kumar et al , 2020), previous studies have shown that providing education on leadership promotes students’ interest and curiosity in becoming effective leaders (Kalenderian et al , 2010; Taichman et al , 2014). D’Assunção et al (2021) concluded that a leadership course organised close to graduation could be relevant to the students as they tend to be more open to also learning about nonclinical topics at this point. There is wide agreement that, for many students, leadership development is best accomplished through a set of practical learning methods (Skoulas and Kalenderian, 2012; Kalenderian et al , 2013; Wardman et al , 2017; Ayn et al , 2020).…”

“…For example, case studies and discussions have supported students’ development for ethics-based problem-solving, and they have gained a better understanding of their leadership skills via role-play, self-reflection and simulations (Skoulas and Kalenderian, 2012; Wali, 2018; McCunney et al , 2019). The social relationships and interpersonal communication development are important core values shared by these programs, and each places an emphasis on individuals working together in inter- and intraprofessional contexts (Taichman et al , 2012; Kalenderian et al , 2013; D’Assunção et al , 2021). Leaders are in the key role in enabling and supporting effective teamworking, developing and maintaining relationships and creating a culture of trust and openness between all team members through collaborative and shared leadership style (Wali, 2018; Grocock, 2020).…”

“…, 2010 ; Taichman et al , 2014 ). D’Assunção et al (2021) concluded that a leadership course organised close to graduation could be relevant to the students as they tend to be more open to also learning about nonclinical topics at this point. There is wide agreement that, for many students, leadership development is best accomplished through a set of practical learning methods ( Skoulas and Kalenderian, 2012 ; Kalenderian et al , 2013 ; Wardman et al , 2017 ; Ayn et al , 2020 ).…”

Entrepreneurial intention of public hospital dentists and its importance factors: a study based on machine learning and binary logistic regression

“…Individual EI may also be influenced through the channels of social skills development, self-confidence, and entrepreneurial values [23,24]. Some studies have focused on dental students, but there is a gap in their actual career path in terms of taking on various socioeconomic responsibilities compared to dentists [25,26].…”