Advanced Education Orthodontics Program Curricula Pre- and Post-COVID-19

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.

Name thesis:degree_name

M.S. (Master of Science)

Level thesis:degree_level

Masters

Discipline thesis:degree_discipline

Oral and Craniofacial Sciences (UMKC)

Grantor

University of Missouri--Kansas City

Year dc:date.issued

2021

Author dc:creator

• Grady, Patrick

Advisors dc:contributor.advisor

• Walker, Mary P.
• Scott, JoAnna M.

Handle dc:identifier.uri

https://hdl.handle.net/10355/87722

OAI identifier oai:identifier

oai:mospace.umsystem.edu:10355/87722