GN Glickman DDS
Report of a Survey
ADEA Meeting
San Diego, CA
March 15, 2011
Sponsoring Sections:
Graduate and Postgraduate Education
Academic Affairs
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Survey of Dual-Degree Training Opportunities at
U.S. Dental Schools (Roge, JDE, 2006)
Purpose: describe access to information for dualdegree dental scientist training programs at U.S.
dental schools
Results & conclusions
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22/56 schools reported T32 rewards from websites
Surveys sent; 3 responded
Unawareness of opportunities for predoc students
Schools need to be proactive if programs exist
Students themselves should be champions
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General survey sent 2X to academic deans
LISTSERV
Any combined programs ?
 Types offered ?
 Admission criteria?
 Length?
 Level of participation ?
 Mechanisms of awareness ?
 Positives & negatives
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34 responses (58 schools) = 59% response rate
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17 / 34 (50%)
17 / 34 (50%)
YES
NO
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17 / 34 (50%)
17 / 34 (50%)
YES
NO
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26 / 34 (77%)
8 / 34 (23%)
YES
NO
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PhD (17)
MS (19)
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Oral Biology (10)
 Education (1)
 Craniofacial Bio (3)
 MS (4)
 HPE (1)
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MSD (7)
MBA (7)
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MPH (6)
Cert. Implant Dent. (3)
Cert. Orofacial Pain
(2)
MD (3)
DSc (1)
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Separate admissions criteria are specified for
each degree or certificate.
18/26 (69%)
Only one set of admissions criteria is needed
for the combined degree.
8/26 (31%)
Degrees are offered by separate institutions.
9/26 (35%)
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It is longer than a single degree program.
19/25 (76%)
It can be the same length as a single degree
program.
11/25 (44%)
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No to minimal participation.
6/20 (30%)
Some participation.
10/20 (50%)
Considerable participation.
2/20 (10%)
Combined degree program is mandatory.
2/20 (10%)
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Web-site (24)
AADSAS app (0)
PASS app (2)
Institution catalogue
(17)
At interview (14)
During orientation (8)
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Word-of-mouth (9)
During a special
seminar on career
options (5)
There is minimal
advertising of
combined programs
(3)
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Coincides with school’s mission to train
academicians/leaders/researchers
Encourages research for both faculty &
students
Creates next generation of faculty
Positive recruitment tool
Attracts “excellent” students
Saves students time (compared to doing 2
degrees separately) (economies of scale)
Provides wider range of opportunities
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Additional degree detracts from clinical training
Difficult for students to balance activities
Complex arrangement (esp. if 2 sep schools)
Scheduling challenges
Students lose motivation
Not enough faculty to mentor
Postponement of earning potential
Often requires customization of DDS curriculum
Additional financial obligations
THANK YOU
gglickman@bcd.tamhsc.edu