Outcomes Assessment of a Predoctoral Pediatric Dentistry Clinical Rotation Using Alumni Surveys.

Abstract

Background: Graduates of U.S. dental schools must meet curriculum and competency requirements set by the school and by the Commission on Dental Accreditation. Little is known about the impact of this training on recent alumni in practice. This cross-sectional study surveyed recent alumni about their preparedness and comfort in treating the oral health needs of children before and after a curriculum change in the predoctoral pediatric dental clinical course. Results were used to inform future curriculum improvement.

Methods: Five classes of dental school alumni were surveyed at least 6 mo after graduation. Information about their practice setting, patient pool demographics, comfort and preparedness in diagnosing and treating common pediatric oral health conditions, and open-ended thoughts on caring for the oral health needs of children were obtained. Responses were analyzed before and after a curriculum change that introduced predoctoral students to patient care in the graduate pediatric dental clinic.

Results: Electronic and mailed paper surveys were sent to 552 alumni, with 218 (39.3%) returned. A majority (91.1%) reported seeing pediatric dental patients in practice. There was no difference in the incidence of seeing pediatric patients before or after the curriculum change. Participants reported high comfort and confidence in diagnosing pediatric oral health conditions, and there were no significant differences seen pre or post intervention.

Conclusions: Surveyed alumni reported similar comfort levels in diagnosing and treating common pediatric oral health conditions both before and after the curriculum change. General dentist alumni still struggle with recommending that the first dental visit happen at the eruption of the first tooth or the child's first birthday. More information is needed to assess how to educate competent clinicians in a predoctoral setting.Knowledge Transfer Statement:The recommendations from this article can be used by dental educators to improve clinical and didactic teaching and to ensure dental learners' education and competency.