Edward E Hill1, Larry C Breeding. 1. Department of Care Planning and Restorative Sciences, University of Mississippi School of Dentistry, Jackson, MS 39216, USA. eehill@sod.umsmed.edu
Abstract
PURPOSE: The shortage of full-time dental school faculty along with a slow steady increase in student enrollment is not a new phenomenon. The purpose of this study was to determine who is teaching undergraduate prosthodontics in US dental schools-what percent are full-time faculty; what percent are prosthodontists; and what percent are board-certified prosthodontists-to allow schools to make a real-time comparison of the composition of instructors they have teaching prosthodontics to the apparent status quo. MATERIALS AND METHODS: A short, ten-question survey was sent via e-mail to representatives at the 55 undergraduate US dental schools. A cover letter explained the nature of the study and requested participation and electronic return of the survey. Three weeks after the initial request, an aggressive follow-up was conducted to schools that had not returned the survey. Answers were converted to percentages to compensate for differences between schools with many or few instructors. Schools were also grouped by location to see if regional differences exist. RESULTS: Thirty-eight (69%) of the surveys were completed and returned. In general, the division between full-time and part-time instructors is about 50%. More removable prosthodontic instructors (60%) than fixed instructors (44%) are prosthodontists, and only a small percentage of the total (18% removable and 15% fixed) have completed board certification. The South and Midwest had the highest percentage of prosthodontists involved in teaching; the South had the highest percentage with specialty board certification. CONCLUSION: This study indicated that only a few schools are fortunate enough to have sufficient full-time, specialty-trained faculty available for complete coverage of all undergraduate prosthodontic courses and clinics. The information presented serves as a baseline for future comparison to see if the percentage of full-time and/or specialty-certified prosthodontic faculty changes.
PURPOSE: The shortage of full-time dental school faculty along with a slow steady increase in student enrollment is not a new phenomenon. The purpose of this study was to determine who is teaching undergraduate prosthodontics in US dental schools-what percent are full-time faculty; what percent are prosthodontists; and what percent are board-certified prosthodontists-to allow schools to make a real-time comparison of the composition of instructors they have teaching prosthodontics to the apparent status quo. MATERIALS AND METHODS: A short, ten-question survey was sent via e-mail to representatives at the 55 undergraduate US dental schools. A cover letter explained the nature of the study and requested participation and electronic return of the survey. Three weeks after the initial request, an aggressive follow-up was conducted to schools that had not returned the survey. Answers were converted to percentages to compensate for differences between schools with many or few instructors. Schools were also grouped by location to see if regional differences exist. RESULTS: Thirty-eight (69%) of the surveys were completed and returned. In general, the division between full-time and part-time instructors is about 50%. More removable prosthodontic instructors (60%) than fixed instructors (44%) are prosthodontists, and only a small percentage of the total (18% removable and 15% fixed) have completed board certification. The South and Midwest had the highest percentage of prosthodontists involved in teaching; the South had the highest percentage with specialty board certification. CONCLUSION: This study indicated that only a few schools are fortunate enough to have sufficient full-time, specialty-trained faculty available for complete coverage of all undergraduate prosthodontic courses and clinics. The information presented serves as a baseline for future comparison to see if the percentage of full-time and/or specialty-certified prosthodontic faculty changes.