Suchergebnisse

There has been increasing interest in the organization and accreditation of post‐doctoral general dentistry programs (PGD). Numerous national organizations have called for increases in the number of PGD positions and programs. At the same time, there has been a movement to incorporate concepts of competency‐based education into dental education programs to stress the outcomes of education rather then the process. These movements have coincided with the current accreditation standards revision cycles for GPR and AEGD programs. These events suggest that PGD educators have a major opportunity and responsibility to assess the goals and educational directions of PGD programs in light of the many changes in dental health care delivery, health policy, and dental education activities. These opportunities will be realized only if the organizations involved with PGD education can find common ground and pool their resources to promote the interests of PGD education.

A behavioral science consultant has been retained by two hospital‐based general practice residency (GPR) programs and one advanced program in general dentistry at the University of Rochester, and Eastman Dental Center, NY. This consultant is available throughout the year and serves as an external consultant who knows the programs well, and can be used as a source of information on various existing and potential issues and problems. The model used by the consultant has been inductive and is based on the expressed needs of faculty members, trainees, and directors. A number of issues or problems were identified, including faculty member morale, evaluation of residents' growth, resident and supporting staff relations, curriculum development, cooperation with other departments and institutions, and dealing with patients' anxiety to dental treatment. For each, a specific plan was developed. Various types of experiential techniques were used, including brainstorming, role playing, and taping and feedback. Didactic activities included minicourses and workshops in which standard teaching methods were used, such as lectures, seminar discussions, literature study, and demonstration. The model has evolved, and as each activity has succeeded, more faculty members have sought help from the consultant.

From 1972 to 1990, the number of Postdoctoral General Dentistry (PGD) programs increased by 57% and enrollment increased by 131% for a total of 118 PGD programs and 1,367 positions. Although there has been some increase in military and Veterans Affairs (VA) programs, the major increase was in civilian programs. From 1972–78, the major impetus for growth was hospital sponsorship of General Practice Residency (GPR) programs. With federal funding of PGD programs, civilian GPR programs continued to be the main source of growth until the accreditation of Advanced Education in General Dentistry (AEGD) programs in 1981. Subsequently, almost all increases were in AEGD programs. Over the 12‐year period of federal funding (1978–90), there was an increase of 406 civilian PGD positions to make a total of 925 positions. The increase in enrollment directly attributable to federal funding was 242.The "unmet demand" for PGD programs was estimated to be approximately 300 positions for 1990, from data derived from the Survey of Dental Seniors and the Matching Program. Assuming that the number of PGD positions continues to increase by 35 positions a year, as it has in the past 12 years, the unmet demand would be met in slightly less than 10 years. if, however, a postdoctoral year was mandated for licensure, the increase in the number of positions would be far short of projected need.