Evaluating the Prevalence of Academic Entitlement in Dental Students

To evaluate the prevalence of academic entitlement (AE) and its correlation with academic performance and demographic factors across five US dental schools.

Predoctoral dental students were assessed for AE level using two validated survey instruments (A and B). Based on median academic entitlement score (AES) for each instrument, student responses were categorized into high or low AE. The AES was correlated with the demographic background, program-related variables, and academic performance using Pearson's chi-squared, Fisher's exact, and Kruskal-Wallis rank sum tests (p < 0.05).

Based on admission statistics from the surveyed dental schools, the survey achieved a 17% response rate (502/2944). Of the 502 respondents, 70 students (13.9%) exhibited high AE, scoring above the median AES on one or both instruments. The highest-scoring AE statements pertained to students' expectations of professors regarding exam preparation and grading policies. Demographic factors, including dental class, age, gender, and advanced standing status, did not significantly correlate with AES. Ethnicity correlated with AES only in survey Instrument B. Although not statistically significant, students with self-reported exam failure or course remediation tended to have higher AE.

The prevalence of AE among dental students is relatively low, with 13.9% (70/502) exhibiting high AE. Most demographic factors and program variables did not have a significant impact on AE levels. However, there is a trend toward higher AE among students who reported exam failures or course remediations, suggesting a need for further investigation into factors influencing AE in dental education.