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Grand rounds for dental students: an exploration
D J Fasbinder1, D R Heys1, G R Holland1
1Dr. Fasbinder is Clinical Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry, University of Michigan; Dr. Heys is Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry, University of Michigan; Dr. Holland is Professor of Dentistry, Department of Cariology, Restorative Sciences, and Endodontics, School of Dentistry and Professor of Cell and Developmental Biology, Medical School, University of Michigan; Mr. Keerthy is a Research Assistant, Department of Periodontics and Oral Medicine, School of Dentistry, University of Michigan; Dr. Murdoch-Kinch is Associate Dean and Clinical Professor of Dentistry, Department of Oral and Maxillofacial Surgery/Hospital Dentistry, School of Dentistry, University of Michigan; and Dr. Inglehart is Professor, Department of Periodontics and Oral Medicine, School of Dentistry and Adjunct Professor, Department of Psychology, College of Literature, Science, and Arts, University of Michigan.
Grand Rounds effectively introduce dental students to interdisciplinary care, fostering interest in clinical topics. However, students disliked course assignments and group preparation, preferring expert presentations.
Area of Science:
- Dental Education
- Interdisciplinary Healthcare
- Continuing Medical Education
Background:
- Grand Rounds are a traditional medical education method.
- The value of Grand Rounds for dental students' interdisciplinary training is underexplored.
- Integrating interdisciplinary approaches is crucial for modern dental practice.
Purpose of the Study:
- To assess the effectiveness of Grand Rounds in introducing interdisciplinary dental care to first- and second-year dental students.
- To explore student interest in various topics and gather feedback on program components and outcomes.
Main Methods:
- Surveys administered to first- (D1) and second-year (D2) dental students at multiple time points.
- Data collection included student interest, topic preferences, likes/dislikes, and program evaluations.
- Response rates varied, with higher rates early in the study and lower rates at the end.
Main Results:
- Students showed highest interest in clinical topics presented interdisciplinarily, including implants and cosmetic dentistry.
- Positive feedback centered on learning diverse perspectives and expert presentations.
- Negative feedback focused on disliked course-related assignments and group preparation.
Conclusions:
- Grand Rounds can enhance dental students' awareness of interdisciplinary collaboration and the complexity of dental issues.
- Adapting the Grand Rounds format may be beneficial for dental education.
- Further research could optimize this educational model for future dentists.
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