Outcomes of transitioning from mandatory to elective research at a dental school in Southern California

Abstract

Objectives: The purpose of this study was to assess the impact of a curricular change from mandatory to elective research on the student research outcomes at a Southern California Dental School over ten years. Additionally, the perception of dental students and faculty toward research in dental education was assessed. Methods: A survey was distributed to determine the perception towards research in dental education, motivation and barriers for pursuing research and the possibility participants would pursue research—even if the school did not mandate it. The survey was distributed to a total of 507 dental students and 121 full-time faculty. Results: Both dental students (80.6%) and faculty (91.4%) agreed that learning about research is important in dental education. Both cohorts generally agreed that research experience enhances dental training, supports the scientific basis of dental treatment methods, and correlates with clinical ability. The majority of students (77.0%) disagreed with mandating research while faculty (77.6%) believed that it should be mandated. Lack of time was the single most stated barrier for participating in research. The overall trend during the transition from mandatory to elective research showed that initially there was a stark drop in students and faculty participation and projects being carried out. However, with deliberate planning, research outcomes steadily increased. Conclusions: We conclude that dental students and faculty have a positive perspective on the importance of research in dental education and actively engage in research and mentoring activities when provided with a supportive and encouraging environment. This participation occurs regardless of whether research is mandated or elective.