Review of Outcomes from a Change in Faculty Clinic Management in a U.S. Dental School

Abstract

Dental schools use a variety of clinic management models with the goals of promoting patient care, student education, and fiscal responsibility. In 2004, the University of the Pacific Arthur A. Dugoni School of Dentistry transitioned to a more generalist model with these goals in mind. The purpose of this study was to evaluate the outcomes of this clinic model change relative to the quantity of specific procedures completed by students. The quantity of procedures completed by each student from the classes of 1995 through 2009 were compiled from our electronic clinic management system and analyzed. The post-transition group (2004-09) showed a greater number of completed oral diagnosis and treatment planning and root planing procedures per student compared to the pre-transition group (1995)(1996)(1997)(1998)(1999)(2000)(2001)(2002)(2003), but fewer crowns, root canals, operative procedures, and dentures. Because the higher procedure numbers were for low-cost procedures, our transition to a generalist model did not necessarily enhance clinic income but may support student learning and enhanced patient care.

Comparing Comprehensive Care and Departmental Clinical Education Models: Students’ Perceptions at the University of Tennessee College of Dentistry

“…The traditional model has been described as focusing more on students’ educational needs and less on the dental needs of patients 1 , 2 . A comprehensive care model, by contrast, is more patient‐centered, capable of providing patients with comprehensive and timely dental treatment, while providing students with an enhanced educational experience 3 , 4 . Haden et al described the clinical group practice model as the most frequently incorporated innovation in U.S. dental curricula in the last decade 5 …”