The Effect of NIDCR R25 Grant Support on the Curriculum and Culture of a Research Non-intensive Dental School

Abstract

Our objective was to evaluate changes in curriculum and culture within a research non-intensive dental school after implementation of programs supported by the NIH-NIDCR R25 Oral Health Research Curriculum Grant. We designed new curricular elements to foster an appreciation of research/discovery, an interest in academic/research careers, and application of biomedical/clinical advances to patient care. Funding was utilized to develop, implement, and assess a dedicated curricular track of continuous student research/scholarly activity throughout the four years of dental education. This track represented mandatory hours of didactic time exposing students to topics not traditionally included in dental curricula. Additionally, students were provided with customized flexible schedules to participate in elective "hands-on" mentored research/scholarly experiences at local, national, and international sites, including linkages to certificate, MS, and PhD programs. Funding was also used to support a wide array of faculty development activities that provided skill sets required to deliver integrated biomedical/clinical content, research-oriented evidence-based approaches to dental education, and translational case-based teaching methods emphasizing the application of new science/technologies to patient care. We measured changes in student, faculty, and institutional profiles/attitudes using traditional benchmarks, surveys, and focus groups. Comparisons were made between baseline data prior to R25 program initiation and data collected after years 3-4 of program implementation. Significant increases were demonstrated in: (1) student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers; (2) faculty participation in development activities, publication of manuscripts, and mentoring of students; and (3) increased institutional credibility within the university, supportive infrastructure for research/scholarship, and cultural expectations for academic excellence. Thus, we believe that the R25 programming changed the culture of our dental school, creating a supportive environment for research/scholarship, increasing academic productivity, and altering the attitudes of faculty/students.

Research enrichment: evaluation of structured research in the curriculum for dental medicine students as part of the vertical and horizontal integration of biomedical training and discovery

“…Evidence demonstrates integrating new knowledge and technologies, traditionally isolated from the curriculum as faculty research, can enhance biomedical and clinical training for students [ 13 ]. New practices which promote and facilitate the integration of research into the curriculum are now beginning to develop and mature [ 14 , 15 ].…”

“…This curricular reorganization required the creation of flexible schedules to facilitate mentored research and scholarly experiences for the participating faculty and students. The result was a new model for curricular planning, development, implementation, and assessment specifically designed to foster student appreciation of research, discovery, and scholarly activity, in addition to influencing career development and applications to patient care [ 15 ].…”

Reflections on Academic Careers by Current Dental School Faculty

“…12 At the five-year evaluation point, MUSoD faculty and administrators observed "significant increases in student participation in research/scholarship, attendance at national meetings, research awards, publication of manuscripts, pursuit of advanced training/degrees, and expressions of interest in academic/research careers." 13 Both Baum and Iacopino have raised questions about the content and type of biomedical training that dental students receive. Baum recommends a "substantive training experience in general internal medicine [which] would demonstrate the relevance in much of biomedical science," 14 and Iacopino says that "new knowledge and technologies must be incorporated into the mainstream of dental education."…”

Formación del pensamiento científico en alumnos de primer año de Odontología en dos universidades latino-americanas

“…Estudios realizados en países desarrollados describen el impacto a largo plazo en los graduados de Facultades de Odontología que han tenido experiencias de investigación en el currículo 17 . La presencia constante de investigación durante la carrera puede contribuir a aumentar la productividad e inducir cambios en la actitud de alumnos y docentes 18 . Un estudio llevado a cabo en seis Escuelas Médicas de Brasil, con estudiantes de sexto año, mostró que ellos sólo pudieron comprender las ventajas de la investigación una vez que se involucraron en una actividad de ese tipo y afirmaron que, a pesar de las dificultades con los aspectos científicos, estarían interesados en integrar equipos de investigación aunque no tengan como objetivo dedicarse a esta tarea 19 .…”