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Methods and timing of curricular integration in US dental education in preparation for the Integrated National Board Dental Examination
Journal article   Peer reviewed

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

Dharini van der Hoeven, Lea El Hachem, Samyia Chaudhry, Julian Nathaniel Holland and Kathi R. Shepherd
Journal of dental education, Vol.85(3), pp.359-369
03/2021
DOI: 10.1002/jdd.12442
PMID: 33090504

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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 (similar to 39%) or will implement (similar to 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.
 Dentistry, Oral Surgery & Medicine Life Sciences & Biomedicine Science & Technology

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