{"id":{"repo_id":"umkc","oai_identifier":"oai:mospace.umsystem.edu:10355/87722"},"canonical_url":"https://search.dev.ndltd.org/etd/umkc/oai:mospace.umsystem.edu:10355/87722","repository":{"repo_id":"umkc","name":"University of Missouri - Kansas City","base_url":"https://mospace.umsystem.edu/oai/request"},"display":{"title":"Advanced Education Orthodontics Program Curricula Pre- and Post-COVID-19","abstract":"A survey was conducted to investigate faculty numbers across advanced education orthodontic programs and its association with curriculum, didactic learning, utilization of distance education, and impact of the COVID-19 interruption. An 18-item survey, approved by the UMKC IRB, was developed and sent to 65 program directors of United States advanced education orthodontic programs. The survey was divided into the following four domains: program description, curriculum organization, faculty numbers, and distance education. No significant relationships were found regarding faculty numbers and curriculum structure. No significant relationships were found concerning distance education or the COVID-19 interruption. Interesting findings included structured didactic teaching levels being higher than that proposed by the World Federation of Orthodontists. A trend seen in this research consistent with previous literature was a decrease in curriculum time allocated to research, while a deviation from the trend was an increase in full/half-time faculty members. In summary, with the recent adoption of accreditation changes by the Commission on Dental Accreditation regarding increasing faculty number requirements, another study could assess this impact and continue to discover the role the current faculty play in how curriculums are evolving.","abstract_html":"A survey was conducted to investigate faculty numbers across advanced education orthodontic programs and its association with curriculum, didactic learning, utilization of distance education, and impact of the COVID-19 interruption. An 18-item survey, approved by the UMKC IRB, was developed and sent to 65 program directors of United States advanced education orthodontic programs. The survey was divided into the following four domains: program description, curriculum organization, faculty numbers, and distance education. No significant relationships were found regarding faculty numbers and curriculum structure. No significant relationships were found concerning distance education or the COVID-19 interruption. Interesting findings included structured didactic teaching levels being higher than that proposed by the World Federation of Orthodontists. A trend seen in this research consistent with previous literature was a decrease in curriculum time allocated to research, while a deviation from the trend was an increase in full/half-time faculty members. In summary, with the recent adoption of accreditation changes by the Commission on Dental Accreditation regarding increasing faculty number requirements, another study could assess this impact and continue to discover the role the current faculty play in how curriculums are evolving.","abstract_has_math":false,"creators":["Grady, Patrick"],"institution":"University of Missouri--Kansas City","degree_name":"M.S. (Master of Science)","degree_level":"Masters","degree_discipline":"Oral and Craniofacial Sciences (UMKC)","degree_department":null,"school":null,"contributors":[],"advisors":["Walker, Mary P.","Scott, JoAnna M."],"committee_chairs":[],"committee_members":[],"year":2021,"date_issued":"2021","date_published":"2021","updated_at":"2026-07-24T05:16:20Z","subjects":[],"languages":[],"rights":[],"rights_urls":[],"identifier_entries":[]},"links":{"outbound_url":"https://hdl.handle.net/10355/87722","outbound_label":"Handle","outbound_source":"dc:identifier.uri"},"metadata_groups":[{"id":"people","label":"People","entries":[{"key":"dc:contributor.advisor","label":"Advisor","values":["Walker, Mary P.","Scott, JoAnna M."]},{"key":"dc:creator","label":"Author","values":["Grady, Patrick"]}]},{"id":"academic_context","label":"Academic Context","entries":[{"key":"dc:date.accessioned","label":"Dc Date Accessioned","values":["2021-11-02T16:03:13Z"]},{"key":"dc:date.available","label":"Dc Date Available","values":["2021-11-02T16:03:13Z"]},{"key":"dc:date.issued","label":"Date","values":["2021"]},{"key":"thesis:degree_discipline","label":"Discipline","values":["Oral and Craniofacial Sciences (UMKC)"]},{"key":"thesis:degree_level","label":"Degree Level","values":["Masters"]},{"key":"thesis:degree_name","label":"Degree Name","values":["M.S. (Master of Science)"]},{"key":"thesis:institution_name","label":"Thesis Institution Name","values":["University of Missouri--Kansas City"]}]},{"id":"identifiers","label":"Identifiers","entries":[{"key":"dc:identifier.uri","label":"Identifier URI","values":["https://hdl.handle.net/10355/87722"]}]},{"id":"additional","label":"Additional Metadata","entries":[{"key":"dc:description","label":"Description","values":["Title from PDF of title page viewed November 8, 2021","Vita","Includes bibliographical references (pages 27-29)","Thesis (M.S.)--School of Dentistry. University of Missouri--Kansas City, 2021","Thesis advisors: Mary P. Walker and JoAnna M. Scott"]},{"key":"dc:description.abstract","label":"Abstract","values":["A survey was conducted to investigate faculty numbers across advanced education orthodontic programs and its association with curriculum, didactic learning, utilization of distance education, and impact of the COVID-19 interruption. An 18-item survey, approved by the UMKC IRB, was developed and sent to 65 program directors of United States advanced education orthodontic programs. The survey was divided into the following four domains: program description, curriculum organization, faculty numbers, and distance education. No significant relationships were found regarding faculty numbers and curriculum structure. No significant relationships were found concerning distance education or the COVID-19 interruption. Interesting findings included structured didactic teaching levels being higher than that proposed by the World Federation of Orthodontists. A trend seen in this research consistent with previous literature was a decrease in curriculum time allocated to research, while a deviation from the trend was an increase in full/half-time faculty members. In summary, with the recent adoption of accreditation changes by the Commission on Dental Accreditation regarding increasing faculty number requirements, another study could assess this impact and continue to discover the role the current faculty play in how curriculums are evolving."]},{"key":"dc:title","label":"Title","values":["Advanced Education Orthodontics Program Curricula Pre- and Post-COVID-19"]}]}],"canonical_facts":{"dc:contributor.advisor":["Walker, Mary P.","Scott, JoAnna M."],"dc:creator":["Grady, Patrick"],"dc:date.accessioned":["2021-11-02T16:03:13Z"],"dc:date.available":["2021-11-02T16:03:13Z"],"dc:date.issued":["2021"],"dc:description":["Title from PDF of title page viewed November 8, 2021","Vita","Includes bibliographical references (pages 27-29)","Thesis (M.S.)--School of Dentistry. University of Missouri--Kansas City, 2021","Thesis advisors: Mary P. Walker and JoAnna M. Scott"],"dc:description.abstract":["A survey was conducted to investigate faculty numbers across advanced education orthodontic programs and its association with curriculum, didactic learning, utilization of distance education, and impact of the COVID-19 interruption. An 18-item survey, approved by the UMKC IRB, was developed and sent to 65 program directors of United States advanced education orthodontic programs. The survey was divided into the following four domains: program description, curriculum organization, faculty numbers, and distance education. No significant relationships were found regarding faculty numbers and curriculum structure. No significant relationships were found concerning distance education or the COVID-19 interruption. Interesting findings included structured didactic teaching levels being higher than that proposed by the World Federation of Orthodontists. A trend seen in this research consistent with previous literature was a decrease in curriculum time allocated to research, while a deviation from the trend was an increase in full/half-time faculty members. In summary, with the recent adoption of accreditation changes by the Commission on Dental Accreditation regarding increasing faculty number requirements, another study could assess this impact and continue to discover the role the current faculty play in how curriculums are evolving."],"dc:identifier.uri":["https://hdl.handle.net/10355/87722"],"dc:title":["Advanced Education Orthodontics Program Curricula Pre- and Post-COVID-19"],"thesis:degree_discipline":["Oral and Craniofacial Sciences (UMKC)"],"thesis:degree_level":["Masters"],"thesis:degree_name":["M.S. (Master of Science)"],"thesis:institution_name":["University of Missouri--Kansas City"]},"updated_at":"2026-07-24T05:16:20Z"}