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25-year Analysis of a Dental Undergraduate Research Training Program (BSc Dent) at the University of Manitoba Faculty of Dentistry

¹ Associate Dean for Research and Professor, Oral Biology, University of Manitoba Faculty of Dentistry, Winnipeg, Canada;
² Dean, University of Adelaide Faculty of Dentistry, Adelaide, Australia; and
³ Dean and Professor, Restorative Dentistry; University of Manitoba Faculty of Dentistry, 780 Bannatyne Avenue, Winnipeg, Canada R3E 0W2

Correspondence: ^* corresponding author, iacopino{at}cc.umanitoba.ca

Martin A. Taubman, Editor

ABSTRACT

Research in the context of the dental school has traditionally been focused on institutional/faculty accomplishments and generating new knowledge to benefit the profession. Only recently have significant efforts been made to expand the overall research programming into the formal dental curriculum, to provide students with a baseline exposure to the research and critical thinking processes, encourage evidence-based decision-making, and stimulate interest in academic/research careers. Various approaches to curriculum reform and the establishment of multiple levels of student research opportunities are now part of the educational fabric of many dental schools worldwide. Many of the preliminary reports regarding the success and vitality of these programs have used outcomes measures and metrics that emphasize cultural changes within institutions, student research productivity, and student career preferences after graduation. However, there have not been any reports from long-standing programs (a minimum of 25 years of cumulative data) that describe dental school graduates who have had the benefit of research/training experiences during their dental education. The University of Manitoba Faculty of Dentistry initiated a BSc Dent program in 1980 that awarded a formal degree for significant research experiences taking place within the laboratories of the Faculty-based researchers and has continued to develop and expand this program. The success of the program has been demonstrated by the continued and increasing demands for entry, the academic achievements of the graduates, and the numbers of graduates who have completed advanced education/training programs or returned to the Faculty as instructors. Analysis of our long-term data validates many recent hypotheses and short-term observations regarding the benefits of dental student research programs. This information may be useful in the design and implementation of dental student research programs at other dental schools.

Key Words: dental education • research curriculum • dental student • academic careers • mentorship

Journal of Dental Research, Vol. 87, No. 12, 1085-1088 (2008)
DOI: 10.1177/154405910808701209


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