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554 - Assessment of Predoctoral Students’ Confidence in Pediatric Dentistry in US Dental Schools

Saturday, May 25, 2024
2:15 PM – 2:25 PM EST
Location: Exhibit Hall (back left corner of the hall, space 137)

    Presenting Author(s)

  • Madyson A. Anglim (she/her/hers)

    3rd year predoctoral dental student
    University of Nebraska, Lincoln, NE
    University of Nebraska Medical Center College of Dentistry
    Lincoln, Nebraska, United States

    • Co-Author(s)

  • CK

    Claire Koukol, DDS

    UNMC College of Dentistry

  • AE

    Anna Edet, BS

    UNMC College of Dentistry

    • Research Mentor(s)

  • SL

    Sarah G. Lowman, DDS, MPH

    Associate Dean for Admissions and Assistant Professor
    UNMC College of Dentistry
    Lincoln, Nebraska, United States

    • Program Director(s)

  • JW

    James Wahl, III, PhD

    Associate Dean for Research
    UNMC College of Dentistry
    Lincoln, Nebraska, United States

Purpose: The study is an exploration of national pre-doctoral curriculum in pediatric dentistry to assess trends in dental education and dental student preparedness to care for children.

Method: A RedCap survey consisting of questions in four key domains (in addition to school characteristics): clinical experiences and patient factors, competencies/Entrustable Professional Activities, faculty workforce, and didactic curricula, was disseminated to US pediatric dental school program directors (n=70). If schools did not have a pediatric program director, the survey was sent to pediatric department chairs or, lastly, academic deans.

Results: 12 total schools responded to the survey. The average lengths of time students did not see patients due to COVID was 4.5 months. 73% of schools offered infant oral exam experiences to students while only 50% of schools agreed or strongly agreed their students were confident in infant oral exams.

Conclusion: Due to low statistical power, no results were significant. The data suggests dental schools could augment their pediatric education to include more experiences with infants and young children to prepare students for independent practice.