The impact of an experiential/feedback oriented curricula on levels of confidence of dental students was examined. The study was conducted in the TEAM (Training in Expanded Auxiliary Management) program at the University of Pennsylvania School of Dental Medicine. The subjects were 31 senior dental students (fourth year) who had completed a one-semester elective didactic course entitled, "Management of a Dental Practice: A TEAM Approach," and a three-and-one-half week clinical elective. In the clinical experience the student managed his own group dental practice utilizing expanded-function dental assistants. Twenty-three behaviors were identified that relate directly to managing a group dental practice using the assistants. A 1-7 scale was used for a student to determine how effectively he could carry out the behavior. Each student completed the attitude measure as part of a larger questionnaire entitled, "Pre-Questionnaire TEAM Clinical Experience." After a student completed the Senior Associate week, he was given the "TEAM Clinical Feedback Form." Both the questionnaire and feedback form are appended. Among the conclusions of the study are the following: innovative curricula are possible in a professional school; attitude measures are a reliable and valid means of determining growth in the affective domain; the TEAM Clinical Program at the dental school has accomplished 23 of its behavioral objectives as measured by student and faculty reports; and student self-reports are reliable and correlate with faculty perceptions in a clinical situation. (SW)