The purpose of this study was to assess reasons students seek a career in dentistry, their perceptions of the dental school admissions process, and their expectations of the profession. Of 155 predental students participating in a dental school simulation course offered at a Nevada dental school, 152 participated in this study (68.4 percent [n=104] male, and 31.6 percent [n=48] female). When asked when they made the decision to pursue a career in dentistry, 52 percent (n=79) said they decided in college, while 33.6 percent (n=51) made the decision in high school. A slight majority of the respondents (52.6 percent; n=80) identified their family dentist as having the greatest influence in their decision. Nearly half (47.8 percent; n=64) expected to pursue a career in general dentistry, while the next largest subgroup expected to pursue orthodontics (16.4 percent; n=22). A significant majority of the respondents (72.8 percent; n=110) perceived the dental school admissions process to be fair. Males were significantly more likely to identify themselves as competitive applicants than did females (χ²=9.644; p<.01). Approximately half (47.4 percent; n=72) anticipate earning between $100,000 and $199,999 within five years after graduation, with 50.7 percent (n=77) anticipating working between thirty-five and forty hours a week. By understanding the applicant pool and their perceptions, admissions committees can better prepare to attract the applicants they desire.
The purpose of this study was to assess dental students' study habits and level of preparation necessary to successfully prepare for the National Board Dental Examination (NBDE) Part I. Four hundred thirty-seven dental students from across the United States participated in a web-based survey about their goals, results, and study habits in preparation for taking the NBDE Part I. A majority of the respondents (76 percent; n=331) reported taking the web-based version of the exam. More than one-third (n=168) of the respondents indicated they wanted to achieve a scaled score of 90 or above, while only about one-quarter (n=120) actually achieved this target score. Students preferred to use the Dental Decks and released Part I exams to study for the exam, regardless of their score. No significant correlations between type of study source used and the score achieved on the exam were found.
Four two-day dental school simulation courses were conducted over a two-year period for the purpose of allowing prospective dental students the opportunity to gain hands-on experience in a dental simulation lab. A total of 292 subjects from thirty-four colleges and universities participated in the courses. The courses were planned and taught by dental students attending the host school, with oversight by faculty members. Participants took pre-and posttests assessing their knowledge of dental practices and completed surveys before and after the course to assess their attitudes toward the dental profession. Student instructors completed a post-course survey of the experience. The simulation course was effective in increasing participants' desire (8 percent increase) to attend the host school. Dental knowledge improved 34 percent following the course. Thirty-four percent of student instructors indicated they were more likely to pursue a career in academics following this experience. Results suggest that a dental school simulation course can be a positive experience for both participants and student instructors.Mr. Hawley is a third-year dental student; Mr.
As the U.S. population continues to become more diverse, there has been a movement toward the recruitment of more diverse students into the dental profession. The purpose of this study was to assess the current and historical trends in diversity among dental school applicants and enrollees at a new dental institution, the University of Nevada, Las Vegas, School of Dental Medicine (UNLV-SDM). Applicant and enrollment data for the first four cohorts, sorted by gender and ethnicity, were retrieved and summarized by the Office of Admissions and Student Affairs at UNLV-SDM. The principal findings of this analysis revealed enrollment of females at UNLV-SDM was relatively consistent during this time interval, although significantly lower than the U.S. average of all dental schools. The enrollment of minorities at UNLV-SDM, however, was consistent and comparable to the U.S. average, although these percentages were disproportionately smaller than the percentage of minorities in the general population. Based upon these findings, a new model for outreach and recruitment of females and minorities was recently created, based in part upon evidence of successful strategies by dental educators at other institutions, in order to increase the enrollment of female and underrepresented minority students.Mr.
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