U.S. Dental Schools’ Preparation for the Integrated National Board Dental Examination

Abstract

An Integrated National Board Dental Examination (INBDE) combining basic, behavioral, and clinical sciences will be implemented in 2020 to replace the current two-part National Board Dental Examination required for all candidates who seek to practice dentistry in the U.S. The aims of this study were to determine how U.S. dental schools are preparing for implementation of the INBDE and to assess their top administrators' attitudes about the new exam. A total of 150 deans, academic deans, and other administrators at all 64 U.S. dental schools with graduating classes in 2016 were emailed a 19-question electronic survey. The survey questions addressed the respondents' level of support, perceived benefits and challenges, and planned preparation strategies for the INBDE. The individual response rate was 59%, representing 57 of the 64 schools. Approximately 60% of the respondents either agreed or strongly agreed that they support the integrated exam, while roughly 25% either somewhat or strongly disagreed. While most respondents (72%) reported that their institutions would be prepared for the INBDE, 74% reported that the merged exam created additional strain for their institutions. Respondents reported viewing content integration and clinical applicability as benefits of the INBDE, while required curriculum changes and student preparedness and stress were seen as challenges. Most of the respondents reported their schools were currently employing strategies to prepare for the INBDE including meetings with faculty and students and changes to curricula and course content. The beginning of the fourth year and the end of the third year were the most frequently reported times when schools planned to require students to take the INBDE, although almost half of the respondents did not yet know what it would be required at their school. Several schools were reconsidering using the boards as a passing requirement. This study found that support for the INBDE was not universal, but strategies are under way to prepare students, faculty, and curricula for this new means of assessment.

Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

“…We also suggest that because integration of basic and clinical sciences represents such a paradigm shift in curricular design, significant progress toward integration will likely require the endorsement and active shepherding of academic leaders and school administrators. This process may be aided by the introduction in 2020 of the Integrated National Board Dental Examination, which will replace the current two‐part exam in which the first part is taken on concluding basic science education and the second part on concluding clinical education 26 …”

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

“…In preparation for the INBDE, most U.S. dental schools have begun advocating for or have undergone major curricula reform to instill in students the thinking skills required for the practice of modern oral health care. Although a study published in 2018 had assessed the preparedness of U.S. dental schools for the INBDE, 11 questions such as “to what extent should the schools be modifying their curriculum to comport to the new exam,” “what methods are being used to integrate biomedical, behavioral, and clinical science instruction,” “how are the faculty being trained to teach in an integrated curriculum” and “what are the barriers to implementing an integrated curriculum” still remain unanswered. Our study aims to identify and characterize degree, methods, and timing of curricular integration at accredited U.S. dental schools by surveying their academic deans.…”

Leadership development for early‐career educators: Association report on the ADEA summer program for emerging academic leaders

“…As of this publication, 2 groups have published their results in the Journal of Dental Education. 19,20 Careful attention has been placed to purposefully align the Fellows' experiences at the ADEA EL as a natural pipeline for future and more extensive leadership programs, such as the ADEA LI, ELAM, and AAL's Chairs and Academic Administrators Management Program (CAAMP). This report details an analysis of ADEA EL from 2012 through 2019.…”

“…The ADEA EL encourages the Fellows to continue their projects beyond the preliminary study by providing resources to foster their research and pursue publication. As of this publication, 2 groups have published their results in the Journal of Dental Education 19,20 …”