And are they taught the latest techniques and provided with the best materials and tools?
To say dental education has vastly changed and evolved since I was a dental student is an understatement. ATSU-MOSDOH was founded to address the disparities in access to dental care in the state of Missouri. Dental students are educated to address the needs of all patients compassionately and with care in our state and elsewhere. Preclinical educa- tion and simulation practice occur in the state-of-the-art IPE Building in Kirksville, which is equipped with the latest dental technology and armamentarium. Similarly, clinical education occurs at the modern St. Louis Dental Center where students practice in comprehensive care units utilizing the most modern dental technology to learn and provide patient care, including the latest simulation, scanning and milling technology.
Our creative, innovative approach to learning is captured in the seven major courses start- ing in the D1 year and progressively increas- ing in depth, scope and rigor. The course names describe the broad array of topics and are noted as Biomedical Sciences and Dental Sciences, Skills Acquisition, Scientific Practice, Oral Healthcare Delivery, Interpro- fessional Education and Interprofessional Collaborative Practice, Professionalism, Ethical Practice and Behavior Sciences, and Person-Centered Care. ATSU-MOSDOH’s Integrated Community Service Partnership is the external rotation program where D4 students rotate through many of the feder- ally qualified health centers in Missouri and in eight other states. Students learn how to treat vulnerable populations, including chil- dren, individuals with intellectual and devel- opmental disorders (special needs), medically complex patients, and underserved popula- tions in urban and rural areas, inclusive of veterans. Graduates show proficiency and competence in all qualifying examinations to earn their Doctor of Dental Medicine degree and companion certificates in public health with a dental emphasis. Alumni are em- ployed in community health centers, private practice, and government clinics through- out the state of Missouri and neighboring states. Not only are they improving the oral health of the population in rural and urban Missouri, but they also are actively involved
in organized dentistry and leadership. In addition, graduates use their public health background to advocate and influence major changes in public health policies, including water fluoridation and the ability for dentists to prescribe and administer vaccines.
ATSU-MOSDOH recently received a HRSA grant titled: Predoctoral Training in General, Pediatric, Dental Public Health Dentistry, and Dental Hygiene. The purpose of this pro- gram is to enhance predoctoral dental, dental hygiene and other oral health care trainee’s clinical ability to care for populations and in- dividuals with medically complex health con- ditions, special and/or behavioral health care needs, and focus on patient-centered care so that students gain a better understanding of the social determinants of health, to improve the oral health of vulnerable, underserved and rural populations. This grant provides additional opportunities for dental students to experience even more than the robust cur- riculum already offered.
As we look ahead, artificial intelligence (AI) is another potential opportunity for consid- eration within dental education. Currently, ATSU-MOSDOH, like other dental schools, is entertaining several questions as to how to incorporate this new technology into the dental curriculum. Some of these questions include: How to seamlessly incorporate AI in dental education while honoring profession- alism, ethical behavior and integrity? How should we harness the benefits of technol- ogy such as ChatGPT and other competitors while preserving honesty and transparency? What are the next steps, and what will AI best practices look like in dental education?
ATSU-MOSDOH, like most dental schools, provides a viable safety net for individuals who may be unable to access the private sector for care. Is that beneficial to our readers who work in the private sector, or are dental schools really their competitors?
Dental school clinics, community health centers, and hospital emergency departments are the first places the working poor, mar- ginalized and disadvantaged, and vulnerable populations will seek care. ATSU-MOSDOH is unique in that it is the only dental school in the U.S. that has a partnership with a federally qualified health center, Affinia
Healthcare, where comprehensive, urgent and emergency dental care are provided at the partnership location, the St. Louis Dental Center.
The St. Louis Dental Center has extended evening and weekend hours to accommo- date the urgent and emergency needs of the working poor and uninsured. These are patients who can just show up without an appointment and be treated or have their urgent needs addressed. These patients may eventually receive comprehensive dental care in the comprehensive care clinic. I believe this is extremely beneficial to the readers. Collectively, as oral health providers, we are working to reduce the prevalence of dental diseases while contributing to the overall health and well-being of the patients in our communities.
It is important that disadvantaged popula- tions have access to oral healthcare, and many of these marginalized individuals don’t have the financial resources to access urgent or emergency care, or much more com- prehensive dental care. I don’t view dental schools as competitors to those in private practice. Some of the practitioners in private practice are our own alumni who have learned and seen the disparities of access to oral healthcare. They understand the barriers to care, and they are caring and compassion- ate enough to provide free dental care when- ever possible. They are taught to be leaders in their communities and help promote access to care and health equity. Barring the aforementioned institutions, private prac- titioners can add to the safety net in their communities because dentistry is costly and outside the reach of a large segment of the population. I believe the work dental schools provide helps promote the high standards of the dental profession and ameliorate the stigma of dentistry being an elite profession. I consider us a team, addressing the dental needs of patients, and not as competitors.
As you know, the word “doctor” is derived from the Latin verb “docere,” meaning to teach. Many of the dentists I know are natural teach- ers and assume that role with patients, staff and others. My current position at the UMKC SOD allows me to share my passion for teach- ing. It often provides a highly rewarding transi-
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