Factors affecting dental students' postgraduate plans: A multi-site study.


Journal

Journal of dental education
ISSN: 1930-7837
Titre abrégé: J Dent Educ
Pays: United States
ID NLM: 8000150

Informations de publication

Date de publication:
Feb 2022
Historique:
revised: 28 07 2021
received: 17 02 2021
accepted: 03 09 2021
pubmed: 24 9 2021
medline: 23 2 2022
entrez: 23 9 2021
Statut: ppublish

Résumé

This multi-site study examined dental students' postgraduate plans and factors affecting them, perceptions of pathways with the best future, and whether those postgraduate plans changed during dental school. An online survey was made available to all four dental classes (2018, 2019, 2020, and 2021) and advanced standing/international dental students at eight US dental schools. The survey questionnaire consisted of two parts: (1) 14 questions pertaining to demographic information and (2) 11 questions pertaining to career path choices and possible influencing factors. Overall response rate was approximately 38.4% (1459/3800). For those responding 34.0% planned to enroll in a general dentistry residency, followed by associate dentist in a private practice (31.4%), and specialty residency (17.6%). Quality of life, to increase knowledge/clinical skills, and intellectual satisfaction were most often rated extremely important factors; Influence of family members in dentistry and prestigious specialty received the most responses of not important. General dentistry was perceived to have the best future in terms of overall impact on the profession, potential for positive impact on patient's quality of life, and personal quality of life; oral and maxillofacial surgery was believed to have the best future in terms of salary. Students changed their postgraduate plan during dental school 43.0% of the time, with race (p = 0.006) and year of progress toward degree (p < 0.001) being significant associations. General dentistry remains the most popular pathway. Many dental students change their plans during dental school; a better understanding of these trends and contributing factors may aid development of practice readiness curricula.

Identifiants

pubmed: 34554565
doi: 10.1002/jdd.12792
doi:

Types de publication

Journal Article Multicenter Study

Langues

eng

Sous-ensembles de citation

IM

Pagination

124-135

Informations de copyright

© 2021 American Dental Education Association.

Références

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Auteurs

James L Harrison (JL)

Department of Comprehensive Dentistry, University of Louisville School of Dentistry, Louisville, Kentucky, USA.

Christina L Platia (CL)

Department of General Dentistry, University of Maryland School of Dentistry, Baltimore, Maryland, USA.

Leticia Ferreira (L)

Department of Diagnostic Sciences, University of the Pacific, Arthur A. Dugoni School of Dentistry, San Francisco, California, USA.

Margaret Soh (M)

Department of General Dentistry, Loma Linda University School of Dentistry, Loma Linda, California, USA.

Juan M Bugueño (JM)

Department of Diagnostic Sciences, West Virginia University School of Dentistry, West Virginia University - Health Sciences Campus, Morgantown, West Virginia, USA.

Tammy L Thompson (TL)

Department of Pediatric and Community Dentistry, University of Buffalo School of Dental Medicine, Buffalo, New York, USA.

Ryan L Quock (RL)

Department of Restorative Dentistry and Prosthodontics, University of Texas School of Dentistry at Houston, Houston, Texas, USA.

Matthew Finkelman (M)

Division of Biostatistics and Experimental Design, Tufts University School of Dental Medicine, Boston, Massachusetts, USA.

Naciye G Uzel (NG)

Department of Periodontology, Tufts University School of Dental Medicine, Boston, Massachusetts, USA.

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