Scenario I: Opportunity lost

Karin K. Quick, Zsuzsa Horvath, Theodora E. Danciu, Mojdeh Dehghan, Lance W. Godley, Faizan A. Kabani

Research output: Contribution to journalArticlepeer-review

1 Scopus citations
Original languageEnglish (US)
Pages (from-to)352-355
Number of pages4
JournalJournal of dental education
Issue number3
StatePublished - Mar 1 2022

Bibliographical note

Funding Information:
As the pandemic gave way to new normals, academic dental institutions were energized around change and innovation. Financial prosperity enabled schools and programs to allocate funds to improve diversity, equity, and inclusion; expand interprofessional education and practice; and increase faculty development, retention, and recruitment, including hiring additional faculty members and assigning faculty protected time for scholarship and innovation. Investments in the physical and technical infrastructure enhanced the teaching and learning environment. Faculty compensation packages were increased, and many retired dentists were hired in adjunct positions, easing the workload of the clinical faculty. Lower student‐to‐faculty ratios initially increased clinical productivity and faculty research. The commitment to “time in program” accreditation requirements in dental education combined with time‐honored traditions was strengthened through increased state and federal funding for higher education and research. Academic dental institutions invested in new technologies for classroom and clinical instruction, and all health professions programs expanded interprofessional education, collaboration, and practice models within their existing structures. Increased funding from public and private sectors helped train clinical faculty and supported both faculty and student research. Dental schools also increased community engagement through service‐learning in community‐based clinics, and the commitment to the community provided a vehicle to support a healthy work‐life balance for students, faculty, and staff.

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