American Association of Oral and Maxillofacial Surgeons

White PaperImproving the Medical Curriculum In
Predoctoral Dental Education
Recommendations from the American Association ofOral and Maxillofacial Surgeons (AAOMS) Committee
on Predoctoral Education and Training (CPET)
Dennis, MJ. Bennett, JD. Chalak, A. DeLuke, DM.
Evans, EW. Hudson, JW. Nattestad, A. Ness, GM.
Yeung, A.
Among patients and healthcare professionals alike, there
is a general expectation that a medically compromised
patient presenting to a physician for a surgical or therapeutic procedure will receive appropriate consideration oftheir systemic condition as part of the treatment planning
process. In many of our dental schools, however, theexercise of taking a medical history, rather than serving
as a vehicle for medical risk assessment and appropriate
treatment planning, is all too often simply an exercise ofchecking boxes on a computer, with little thought as to themeaning and dental relevance of the information obtained.
Many predoctoral oral and maxillofacial surgery (OMS)
faculty will confirm that this is frequently demonstrated on
the clinic floors of dental schools around the country, andthey are often disappointed by the responses of dental students when queried about the most basic of medical issues.
Unfortunately, we see this trend occurring among many
dental faculty members as well. Since more than 50%
of older adults have three or more chronic conditions1,
demanding a more thorough understanding of the impactof these medical conditions in the dental setting, dental
faculty frequently rely on medical consultations to obtainclearance, or simply refer these patients out. Teachingdental students about medical issues requires an in depth
knowledge of the material and its relevance to dental care,which can be challenging for many dental faculty.
Among AAOMS members, a number of predoctoral
educators have expressed concern about these issues.
Therefore, the Committee on Predoctoral Education andTraining has made recommendations regarding the content of predoctoral medical and surgical education fromthe OMS point of view and is developing educational

resources to assist Commission on Dental Accreditation(CODA) accredited dental schools in implementing theserecommendations. During our deliberations, a number ofquestions have surfaced regarding our current efforts indental education:
1. What is the appropriate quality and quantity of clinicalmedicine and biomedical basic science material thatshould be included in the predoctoral dental curriculum?
2. How are we preparing students to acquire skills in
medical risk assessment necessitated by an increasing
population of medically complex and aging patients whowill require dental interventions in the midst of thesesystemic comorbidities?
3. How are we preparing tomorrow’s dentists to employ
complex rehabilitative therapies, rooted in biomedical
sciences such as genetics, immunology, molecular biology and bioengineering?
4. What is the appropriate balance of the teaching of technical hand skills and the more cerebral critical thinking
skills? What is the appropriate balance of “technician”
vs “physician” that will be required of dentists in thefuture?
5. How can we produce a competent and independent
clinical practitioner within a four-year dental curriculum? Should there be a mandatory year of postgraduate
education with increased standards in medicine, pharmacology and patient assessment?

Biomedical Sciences and Clinical Medicine
It is the conclusion of the CPET committee that dental
practitioners should possess a broad base of knowledge inthe biomedical sciences, specifically in the area of clinicalmedicine2,3. The depth of knowledge in this area is driven
by two fundamental factors:
1. Patients requiring complex dental interventions are often
afflicted with complex multi-organ medical diseases
that amplify the need for appropriate medical risk
assessment.

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2. Dental therapies of the present and future involve complex biomedical sciences such as immunology, genetics,molecular biology and bioengineering.

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CODA Standards and Biomedical Science
Training
There are multiple CODA4 standards specific to training
in the biomedical sciences, best summarized by standard
2-14: Graduates must be competent in the application of
biomedical science knowledge in the delivery of patientcare. The intent for this standard is “Biological scienceknowledge should be of sufficient depth and scope forgraduates to apply advances in modern biology to clinicalpractice and to integrate new medical knowledge andtherapies relevant to oral health care.” While dental
schools consistently meet the standards as determined by
our accrediting bodies, we are still faced with questions
about the skills of our new graduates: Can an entry-level
graduate appropriately and safely manage a patient who
presents with a complex medical history?
Dental licensure allows independent decision-making,independent prescription and administration of drugs andanesthetics, and independent performance of irreversible
and often complex surgeries of the human body, often
performed on patients who present with some level of
medical fragility. Dental procedures and interventions
can exhibit complexity and invasiveness rivaling many
surgeries performed by physicians. In many states, dental
licensure is virtually that of a physician with anatomical
restriction to the maxillofacial region. Therefore, thecommittee believes that practicing dentists should possess
the skillset of a physician-surgeon. The focus should not
be to gain competence in the medical treatment of diseases
that are outside of the scope of dentistry, but instead gain alevel of familiarity with systemic disease that would allowindependent determination of medical risk posed by thedelivery of dental care. There should be an understandingof the interrelationship of the dental intervention to thesystemic disease process, with assessment skills similar to
those possessed by a medical specialty surgeon, such as anophthalmologist, dermatologist or otolaryngologist.

Biomedical Education – Strength andRelevanceThe committee recommends that biomedical educationand exposure to clinical medicine be strengthened andnot weakened or diluted in our dental schools. The committee believes that the trend to “water down” biomedical

content has been a real phenomenon in recent decades,
fueled largely by curricular crowding and the difficultyin maintaining high standards of scholarship while trying
to simultaneously train students in technical skills. This
problem is less evident in our medical schools, as technicaltraining occurs largely in required residency programs.
Those in dental education who have participated in curriculum committee work will be quick to point out that there
is no time in most curricula for “additional courses”5. The
committee is certainly sensitive to this issue, and curricular
crowding is a common problem at most schools. However,dentistry will continue to progress in its complexity andour patients will continue to survive with ever increasingly complex medical management strategies for theirsystemic diseases. Technology and our patients will not sit
still while we try to adjust our educational system. Evena cursory look at the education of nearly every medical
specialty will reveal that they have extended the lengthof training into the residency years to accommodate thenew knowledge and technology. The committee feels that
this could be addressed by the adoption of a PGY-1 year
prior to licensure examination6,7. This would allow somedecompression of the curriculum and allow more time for
medical education as well as technical psychomotor skill
development. This would require increases in infrastructure to accommodate all of our graduates but it may also
be instrumental in addressing community access issues
by increasing the number of general practice residencies(GPR) and advanced education in general dentistry programs (AEGD).
Clinical medicine education for dentists must be relevant.
While studying biomedical sciences, students must see
themselves at the chairside encountering a patient with abiomedical issue they are currently studying. The best way
to accomplish this is to present basic biomedical sciencein the context of patient care situations8 beginning at theearliest possible time in the curriculum and continuing
throughout the clinical years. Early exposure to the clinicin the first year of dental school, whether performing simple procedures or assisting in more complex procedures,
should be encouraged, as it will enhance the student’s
ability to see clinical relevance of the basic sciences if

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they can relate to an actual patient they might have seen.
The committee feels that schools should optimize opportunities for case-based instruction to give context anddental relevance, and should also emphasize collaboration
between basic biomedical scientists and clinicians whowill work together to facilitate the case discussions. This
would expose non-clinicians to clinical problem-solving
and remind the clinicians of the basic science aspects ofthe clinical problem, providing an excellent opportunity toimprove the elusive relationship between basic scientists
and clinicians. The current situation, where non-clinicians
are teaching basic science to dental students without anappreciation of the clinical relevance, and dental students
acquire the knowledge simply to pass an examination
without a deeper understanding of the clinical problem,
results in little more than a short term memory exercise
which is quickly forgotten.
Clinical medicine should be emphasized in all of theclinical experiences provided for dental students, notjust when they rotate in oral and maxillofacial surgery.
Students should be held accountable for understanding in
depth their patient’s medical problems and medications,and be prepared at all times and in all clinics to discuss thisinformation with faculty. Retraining and calibrating facultyschool-wide will be an ongoing and challenging process,but should be considered a part of the continuous “lifelong learning” that we profess to teach our own students.

The Medical Curriculum in Dental Education
The committee therefore recommends that schools consider adopting a systems-based approach to the teachingof clinical medicine for dental students, introduced attimes appropriate to the clinical experiences planned forstudents. For example, the neurologic system could be introduced early in the curriculum, to facilitate the teachingof local anesthesia and the subsequent clinical experiences
related to pain control. Such topics as nerve function, pain
pathways, and analgesia could be discussed within thecontext of a case-based problem such as a patient witha seizure disorder requiring simple dentistry. Not only
would it be important for students to learn about seizures,but foundational basic science subjects related to this(neurophysiology, neuroanatomy) could be incorporated asobjectives, or supported with lectures.
Integrating basic biomedical sciences vertically into thedental curriculum would also deemphasize the schismthat exists in many schools between basic sciences (taught
largely by non-dentists during the first two years and lack-White Paper
ing clinical correlation) and clinical sciences (taught byclinical dentists during the last two years and lacking basic
science correlation)7. It would also align the student’sexperiences with the unified national board exam which
will be given later in the curriculum and which assumes acontinuous basic science content.
Interdisciplinary exposure should be emphasized, with
opportunities for dental students to rotate on medicine
services, seeing patients that have the diseases they arestudying in their didactic courses, and modeling thebehaviors of the medical faculty as they process patient’shistory and physical findings to determine diagnoses andtreatment options.
The committee also feels that schools must be serious
about emphasizing the importance of understanding themedical status of the dental patient, not only for educational purposes, but to promote patient safety. Often, when
students work with their non-OMS clinical faculty, manyof whom are recognized as outstanding and well-respectedclinicians, the focus is solely on the dental procedure athand. Avoiding discussion of the patient’s medical issues,and sometimes even actively dismissing the importanceof the medical status, they often conclude that it is acceptable to proceed with treatment and that all the fussabout the medical history is only important in the oral
surgery clinic. The committee acknowledges that there
are many pressures on the restorative dental clinic suchas time and coverage which makes taking time to go overthe medical history a challenge, but again students willmodel the behaviors that they see from their faculty and it
is essential that all faculty participate in this necessary partof pretreatment patient care. Deans and department chairscollege-wide must embrace this philosophy, and work toprovide continuing training opportunities for their faculty.

Expectations of Dental Graduates
The committee feels that entry-level graduate dentists
should be able to safely treat patients with common
medical problems, and that they should understand theseproblems with enough depth to make independent decisions regarding the dental treatment, delivery of anesthesia

PAGE 3 Improving the Medical Curriculum In Predoctoral Dental Education

and medication prescribing for such patients. For patients
presenting for routine dentistry, the student is expected to:

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1. Identify existing systemic disease processes; understandand be able to explain the basic pathophysiology of thedisease(s),2. Identify and understand the related medications,
3. Determine whether the patient is stable or unstable (optimum medical management) and stratify risk of procedural intervention in light of existing comorbidities andhistorical exercise tolerance and activity level. Utilize
appropriate medical consultation when indicated.
4. Identify modifications in the proposed dental treatment
necessitated by the medical condition,
5. Predict and prepare for medical emergencies that are
more likely to occur, andlike to be available to the dental profession to assist andprovide resources to educators and regional and nationalboard examiners as we improve teaching standards andadapt to the changes that await our profession in the future.
References:
1. Guiding Principles for the Care of Older Adults with Multimorbidity:
An Approach for Clinicians. American Geriatrics Society Expert
Panel on the Care of Older Adults with Multimorbidity. Journal ofthe American Geriatrics Society 60.10 (2012): E1–E25. PMC. Web.
10 May 2016.

6. Form a general impression of how well the patient will
tolerate a surgical/anesthetic intervention.

2. Gies WJ. Dental education in the United States and Canada:a report to the Carnegie Foundation for the Ad¬vancement ofTeaching. New York: Carnegie Foundation, 1926.

Assessment

3. Field, MJ. Dental Education at the Crossroads: Challengesand Change. A Report of the Institute of Medicine Washington,
DC: National Academy of Sciences Press, 1995(1-345)
Available at: http://books.nap.edu/openbook.php?record_id=4925&page=1Accessed Apr 20, 2015.

For dentistry to improve its performance in the area ofclinical medicine, it must adopt assessments which reflect
the importance of these topics. Defining competency must
include the satisfactory execution of a defined dental intervention within specified criteria, and it must also include
the critical thinking skills of how to integrate this care in
the dental patient with common medical problems, such asatrial fibrillation.
The CPET committee supports a unification of basic
sciences with clinical sciences in the national board exams,
and recommends that state or regional examining boards8
incorporate a more robust evaluation of critical thinking intheir examinations. If critical thinking is an expectation in
our testing, it will become an integral part of our teaching.

SummaryAs dental education proceeds into the twenty-first century,
the committee feels that dentistry will have to assume apath that is more convergent with medicine rather thandivergent9. Dental patient needs and the potential therapiesof the future will require more knowledge and skills inclinical medicine and biomedical sciences, not less. Ourdental graduates will be expected to be not only excellent
technicians, but also thoughtful, independently practicing
health care professionals who are providing oral healthwithin the context of systemic health. AAOMS and its
committee on Predoctoral Education and Training would

4. Accreditation Standards for Dental Education Programs.
Commission on Dental Accreditation, American Dental Association.
American Dental Association, 2010, revised 2013 (23-27)
5. Best L, Walton JN, Walker J, von Bergmann H. Reaching Consensus
on Essential Biomedical Science Learning Objectives in a Dental
Curriculum. J Dent Educ. 2016 Apr;80(4):422-9.
6. Kinlaw, DH, Rossa, JW, Shampaine, G. Post Graduate Year 1: A
Flawed Alternative Pathway to Licensure. General Assembly at
the American Association of Dental Examiners Annual Meeting,October 23, 2003. http://www.dentalboards.org/positionstatements/
aadepgy1posstatement.pdf
7. Valachovic, R. Making Waves One State at a Time. ADEA Monthly
Newsletter, July 2011. Available at http://www.adea.org/
uploadedFiles/ADEA/Content_Conversion_Final/about_adea/
ADEA_CP_July_2011.pdf, Accessed May 2016
8. Elangovan S, Venugopalan SR, Srinivasan S, Karimbux NY,Weistroffer P, Allareddy V. Integration of Basic-Clinical Sciences,PBL, CBL, and IPE in U.S. Dental Schools' Curricula and a
Proposed Integrated Curriculum Model for the Future. J Dent Educ.
2016 Mar;80(3):281-90.
9. Dennis, MJ. Integration of Medicine and Basic Science in Dentistry:
The Role of Oral and Maxillofacial Surgery in the Pre-doctoral
Dental Curriculum. Eur J Dent Educ. 2010 May;14(2): 124-8.

© 2016 American Association of Oral and Maxillofacial Surgeons.
No portion of this publication may be used or reproduced without
the express written consent of the American Association of Oral andMaxillofacial Surgeons.

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