Dental education has evolved through four major periods: reorganization, the growth of research, the golden era, and a time for reflection. Dental schools face difficult choices as they consider curriculum revision. (MLW)

A study compared outcomes of the Ohio State University predoctoral dental student research program with those of the University of Iowa by examining the career choices, scholarly activity, and attitudes of participants and nonparticipants. Implications for improving research orientation and student participation are examined. (MSE)

Presents proceedings of the American Association of Dental Schools' International Women's Leadership Conference. Addresses, panel presentations, and general-sessions topics included leadership training and promotion for women in dental education, women's health issues and research, the glass ceiling, infrastructures for research and training,…

This study was conducted to compare aging phenomena of persons with intellectual and developmental disability (ID) aged 40 years and older living in community residence (N=65) with those living with their families (N=43) in Jerusalem, Israel. All 108 persons and care givers were interviewed to ascertain health problems, sensory impairment,…

Three areas of biological research that are beginning to have an impact on clinical medicine are examined, including molecular biology, cell biology, and biotechnology. It is concluded that oral biologists and educators must work cooperatively to bring rapid biological and biomedical advances into dental training in a meaningful way. (MSE)

A survey of 254 Canadian dental faculty investigated changing career interests, sources of satisfaction, and professional development needs. Results indicate desire to adjust time allocation among research, teaching, and administration; satisfaction with recognition for teaching; and discontent over differential status among teachers, clinicians,…

Career advancement in academic dentistry appears to demand success in teaching, scholarship, and service, but foremost in research or scholarship. As a result, many dental faculty believe they are forced to choose between providing excellent professional preparation for their students or ensuring their academic careers. (MLW)

The American Association of Dental Schools' policy statements on education (preprofessional, predoctoral, advanced, continuing, and auxiliary), government relations regarding education, research, delivery of care, and public health concerns as amended in March 1986 are presented. (MSE)

A study of dental student perceptions of faculty responsibilities and roles, such as administrative duties, part-time teaching, and research, concludes that these perceptions must be considered if positive changes are to made in the teaching environment. (MSE)

A program of small grants to dental students to attract beginning researchers to the field of quality assurance has shown that recruitment from an existing student pool is rapid and inexpensive and works best when it uses volunteers, has short cycles and rapid turnaround, and uses the dental communication network. (MSE)

Alternative sources and innovative programs are suggested to improve or maintain adequate research support, including hard funding in the institution's operating budget, private gifts, Biomedical Research Support Grants from the National Institutes of Health, and applied research supported by industrial clients. (MSE)

Scholarship may decrease the quality of dental education when gifted and enthusiastic clinical faculty members do not meet scholarly requirements for tenure or promotion and leave full-time teaching for private practice. The loss of outstanding clinical faculty is a consequence of dental schools' affiliation with universities. (MLW)

A national survey found that, although most dental schools formally evaluate faculty through student ratings, they agree that peer evaluation should be included. Most valued features of evaluation include a feedback mechanism, faculty input, and standardization. Most institutions provide teaching enhancement programs but value may research…

Guidelines of the National Commission for the Protection of Human Subjects of Biomedical and Behavioral Research are discussed. It is concluded that dentistry must not uncritically accept guidelines meant for a broader class of research, that guidelines can be misapplied, and that researchers must educate themselves on the Commission…

Asserts that an education colored by research in one way of achieving the intellectual rigor necessary for the dentistry professional. Suggests that the key is cultivating in students a taste for complexity, for problems, and for problem solving. Students would therefore become people of science able to acquire and assimilate new knowledge and…