TABLE 4.1

Variability in Curriculum Requirements—Basic Sciences, Clinical Sciences, and Behavioral Sciences

 

Total Clock Hours

Percentage of Total Hours

Curriculum

Low

Median

High

Low

Mean

High

Basic Sciences

Didactic

447

574

1,770

 

 

 

Laboratory

52

206

584

 

 

 

Total

563

787

2,103

12

17

34

Clinical Sciences

Didactic

678

1,001

1,535

 

 

 

Laboratory

398

726

1,208

 

 

 

Patient careintramural

415

1,938

2,740

 

 

 

Patient care extramural

8

119

1,798

 

 

 

Total

2,567

3,844

5,400

64

80

87

Behavioral Sciences

Didactic

57

115

373

 

 

 

Laboratory

2

12

120

 

 

 

Total

57

123

373

1

3

5

 

SOURCE: Excerpted from American Dental Association, 1994c.

hours had increased rather than decreased. A majority of deans reported some or substantial increases in clock hours in clinical sciences, practice management, research methods, and behavioral science instruction. For the next 15 years, a majority expected further increases in these areas, in clinical training at nontraditional sites, and in working with allied personnel. Twelve deans reported decreases in basic science hours, compared to 10 reporting increases. Decreases in preclinical instruction were reported by 14 deans, but 5 reported increases. A majority of deans (30) predicted that preclinical hours of instruction would drop further. The committee could not determine whether decreases in basic science hours represented a desirable pruning of marginally relevant material or a deemphasis of the scientific foundation of dentistry at a time when that base is becoming more important.

Accreditation Standards and Curriculum Guidelines

Curriculum content is influenced by the standards of the Commission on Dental Accreditation and the curriculum guidelines developed independently by the AADS. Curriculum guidelines, which are not enforceable in the same way as accreditation standards, are intended to provide useful models for dental schools



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