Realigning Biomedical Science Instruction in Predoctoral Curricula: A Proposal for Change

Abstract

Currently in North America, there is an active dialogue going on about the state of predoctoral dental education and the need for curriculum change, innovation, and the adoption of contemporary, competency-based educational models. At the institutional level, curriculum committees struggle with requests from faculty to add new content to an overburdened didactic and clinic schedule. This article will describe potential solutions centering on the role and scope of the biomedical sciences in predoctoral dental education. The authors propose that dental educators and institutions reconsider the current admission prerequisites and curriculum content of the biomedical sciences in predoctoral programs. The proposed changes are intended to eliminate content redundancy between undergraduate and predoctoral dental education by integration of the biomedical sciences-in particular, biochemistry, microbiology, and physiology-into other clinically oriented coursework and learning experiences in the curriculum based on a pathophysiology model that fosters students' comprehension of the etiology of oral and systemic diseases encountered by the general dental practitioner. The authors explore how changes in the biomedical science prerequisites for dental school matriculation and associated modifications in curriculum focus and content would impact admissions testing, composition of national board exams, and strategies for teaching and learning within dental schools.

Academic perceptions amongst educators towards eLearning tools in dental education

“…Lack of time to engage in eLearning activities due to high teaching workload is a recurring concern reported in the literature. Increasing overcrowding of the curriculum due to, among other factors, the inclusion of new biomedical knowledge and clinical procedures also restricts educator ability to train in eLearning activities 24 .…”

Can Clinical Scenario Videos Improve Dental Students’ Perceptions of the Basic Sciences and Ability to Apply Content Knowledge?

“…However, that study also found that the completion of undergraduate science courses did not significantly impact student performance indicators in dental school. Others have reasoned that basic science courses should be integrated with clinical courses 3 . The Commission on Dental Accreditation (CODA) standard 2–14 mandates that “Graduates must be competent in the application of biomedical science knowledge in the delivery of patient care.” 4 However, the very nature of national examinations, in which NBDE Part I occurs between the basic science and clinical coursework, solidifies the division between basic science and clinical professors.…”

Predicting professional school performance with a unique lens: are there other cognitive predictors?

“…We believe our results here support this conclusion. Previous studies have looked at undergraduate prerequisites and changes to some admission's requirements have been made [30,31]. Such trends may be identifiable at individual institutions and support transitioning to using such tools rather than test scores.…”