Development and impact of a case- and team-based applied physiology course for predental graduate students

The Master of Science in Oral Health Sciences (OHS) program at Boston University Chobanian & Avedisian School of Medicine strengthens students' academic readiness for dental school. As part of the curriculum, OHS students enroll in the first-year Dental (D1) Physiology course alongside dental students at the Henry M. Goldman School of Dental Medicine. To support their success, we introduced a complementary Applied Physiology course that emphasizes team-based learning. This course reinforces key physiological concepts and provides additional academic support to encourage critical thinking and teamwork. This study evaluated the effectiveness of the Applied Physiology course in improving OHS students' test performance in Dental Physiology and enhancing their appreciation for the relevance of physiology in dental practice. Results demonstrate that OHS students enrolled in Applied Physiology scored significantly higher on Dental Physiology exams compared to those who took Dental Physiology before the complementary course was implemented. In contrast, dental student scores remained stable over the same period. Survey data, including Likert-scale and open-ended responses, indicated that students' understanding of the importance of physiology in dentistry increased after they completed the course. Based on student feedback, the course was refined in its second year to include more in-class practice questions and to rotate team members, further enhancing collaborative learning. Finally, we utilized a Situational Motivation Scale (SIMS) and found that student motivation for participation in the course was largely extrinsic in nature. These findings suggest that structured, team-based academic support can improve both performance and professional insight for students preparing for dental school.NEW & NOTEWORTHY Boston University's MS in Oral Health Sciences program introduced an Applied Physiology course to complement students taking Dental Physiology as part of their graduate curriculum. This team-based, case-driven course improved academic performance on exams and increased students' appreciation for physiology's relevance in the practice of dentistry. Students who took the course scored higher than previous cohorts, whereas dental student performance (measured as exam scores) remained stable. Survey feedback led to course enhancements, including more practice questions and team rotations. The study highlights the value of structured academic support to enhance learning and critical thinking for predental students.