Integration of Basic and Clinical Sciences: Faculty Perspectives at a U.S. Dental School

Area of Science:

• Dental Education
• Curriculum Integration
• Health Professions Education

Background:

• Traditional dental education separates basic and clinical sciences.
• There is a growing need to integrate these disciplines for improved student preparedness.
• The University of Texas School of Dentistry at Houston has prioritized basic and clinical science integration since 2012.

Purpose of the Study:

• To assess faculty perspectives on the importance and current extent of basic and clinical science integration.
• To identify differences in perceptions and practices between basic science and clinical faculty.
• To gather recommendations for enhancing integration in dental education.

Main Methods:

• An online survey was administered to all 227 faculty members (15 basic scientists, 212 clinicians) in October 2016.
• Response rates were 100% for basic scientists and 40% for clinicians (84/212).
• Data were analyzed to compare perceptions and practices between faculty groups.

Main Results:

• A high majority of both basic science (93.3%) and clinical faculty (97.6%) affirmed the value of integration.
• Most faculty reported regular integration in their teaching (80% basic scientists, 86.9% clinicians).
• Basic scientists were more likely to integrate and collaborate than clinicians, though comfort levels were similar.

Conclusions:

• Faculty widely support integrating basic and clinical sciences in dental education.
• While integration is valued, basic scientists demonstrate higher engagement.
• Recommendations include protected faculty time and a repository of integrated examples to foster collaboration and improve curriculum.