American Dental Association specialty recognition of oral medicine

Stoopler, Eric T.; Murdoch‐Kinch, Carol Anne

doi:10.1016/j.adaj.2020.05.001

Cited by 5 publications

(3 citation statements)

References 11 publications

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“…Granting specialty recognition to orofacial pain and oral medicine experts by the US National Commission on Recognition of Dental Specialties and Certifying Boards was an important step towards attracting young talents and thus enhancing training in this field (Heir, 2020;Stoopler and Murdoch-Kinch, 2020). Despite these hopeful developments, leaders of dental schools in many parts of the world still do not give proper recognition and funds to this clinically relevant and academically rewarding field.…”

Section: Future Directionsmentioning

confidence: 99%

Orofacial musculoskeletal pain: An evidence-based bio-psycho-social matrix model

Ettlin

Napimoga

Cruz

et al. 2021

Neuroscience & Biobehavioral Reviews

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Section: Future Directionsmentioning

confidence: 99%

Orofacial musculoskeletal pain: An evidence-based bio-psycho-social matrix model

Ettlin

Napimoga

Cruz

et al. 2021

Neuroscience & Biobehavioral Reviews

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“…1 On March 02, 2020, The National Commission on Recognition of Dental Specialties and Certifying Boards recognized OM as the 11th dental specialty. 2 When it comes to predoctoral OM education, the American Dental Education Association (ADEA) set forth learning objectives for predoctoral OM education, which state that upon successful completion of the OM curriculum, students should be able to correctly diagnose and treat, or recognize and refer appropriately, patients with oral diseases, benign neoplasms, oral manifestations of systemic diseases, and oral complications of cancer therapy and/or immunosuppression. 3 Predoctoral students' self-assessment of competency in OM has been reported by ADEA.…”

Section: Introductionmentioning

confidence: 99%

“…Oral medicine (OM) is the specialty of dentistry responsible for the oral health care of medically complex patients and for the diagnosis and management of medically related disorders or conditions affecting the oral and maxillofacial region 1 . On March 02, 2020, The National Commission on Recognition of Dental Specialties and Certifying Boards recognized OM as the 11th dental specialty 2 . When it comes to predoctoral OM education, the American Dental Education Association (ADEA) set forth learning objectives for predoctoral OM education, which state that upon successful completion of the OM curriculum, students should be able to correctly diagnose and treat, or recognize and refer appropriately, patients with oral diseases, benign neoplasms, oral manifestations of systemic diseases, and oral complications of cancer therapy and/or immunosuppression 3…”

Section: Introductionmentioning

confidence: 99%

Oral medicine education in predoctoral programs in US dental schools

Bajonaid

Park²,

Villa

2022

Journal of Dental Education

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Objective: the purpose of the study was to explore the structure of oral medicine (OM) education in predoctoral dental programs in the United States and to evaluate the students' perception of OM as a dental specialty. Methods: Two anonymous Qualtrics surveys (Qualtrics, Provo, UT, USA) were distributed electronically to the academic deans of all the Commission on Dental Accreditation (CODA) accredited dental schools in the United States. Upon completing the survey, the academic deans were asked to forward the student surveys to their students.Results: Note that 26.8% (18/67 dental schools) of academic deans that participated in the survey, 224 senior students responded to the student survey. The results showed that the median number of OM specialists involved in teaching OM to predoctoral students was two. Oral cancer screening and diagnosis and management of oral mucosal diseases were identified by the majority of respondents (95.7%; n = 214 and 96.5%; n = 216), respectively, as part of the scope of practice of OM specialists. Although most students reported Advanced Education in General Dentistry (AEGD) and General Practice Residency (GPR) (18.67% n = 42 each) as postgraduate specialties of interest, students' positive impression in OM increased by a crude average of 0.4 with each additional OM faculty member in the school (p = 0.000; 95% CI 0.207-0.594). Conclusion: OM faculty members are in an important position to enhance dental students' perception and interest in OM as a specialty, which would lead to improved awareness of the scope of the specialty and consideration of pursuing specialty training.

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