ISDS Foundation Announces the 2024 Scholarship Winners

Each applicant was asked to write an essay of no more than 500 words that addresses the following questions: Realizing that you are still a D3 but looking ahead to including your D4 year, what do you feel has been the strongest part(s) of your school's curriculum to best prepare you for dentistry after graduation? Conversely, what parts could have been more emphasized and other areas less emphasized to make you a more well-rounded, better-prepared, and well-informed dentist?

UIC College of Dentistry: Paulina Kapica

Time is a resource we cannot receive again and a commodity that we are struggling with to find more of, or at least as a dental student I can attest to this being true. Before beginning my journey in the dental field, I was nervous that my education would span an additional four long years. Looking back at that thought now, I wonder where all the time went as I am entering my final year of dental school at the University of Illinois Chicago.

Strong areas of UIC’s curriculum include our varied patient experiences and interdisciplinary education. Due to our location, we have a diverse patient population allowing me to interact with patients from different backgrounds and in different stages of oral health. This prepares us students with not only a wide range of clinical skills to provide treatment to patients, but also with the proper patient communication and management skills. With this we learn how to navigate language barriers, patient accommodations, and gain trust with our patients to enhance their dental experience. We also participate in external rotations in community clinics within the Chicagoland area providing dental care to patients of these communities. This provides us with an introduction to how we will be practicing as general dentists after graduation and allows us to provide care to underserved patient populations. UIC also offers an interdisciplinary curriculum, where we collaborate with other professions to gain the understanding of how we coordinate care. This provides us with information on the available resources to patients and how dental providers can access these professions for patients.

Although UIC provides a comprehensive clinical experience with its patient population, I believe it would be beneficial to further emphasize it in our curriculum by entering patient clinics in our D2 year providing prophylaxis and periodontal maintenance treatments to patients. This would build more confidence for beginning restorative treatments in our D3 and D4 years, and dedicate our time to providing more restorative treatments as we free up availability in our schedules. Having our clinical experience be organized in this way would further provide us with an insight on how we would likely be practicing as general dentists in the workforce.

The curriculum that UIC provides is well-rounded, however I believe that there should be less of an emphasis on full body anatomy and molecular processes. Although it is important to understand these systems, by having less of a detailed focus on these topics would allow for more time to focus on the anatomy of the head and neck and more hands-on experience in the pre-patient clinics in our first year. This would help to solidify our skills in instrument handling as well as provide more time for hands on learning.

With my last year of dental school approaching, I will value the remaining time I have in an education setting to continue growing my clinical and patient management skills to prepare me for life as a dental provider beyond the school environment. 

UIC College of Dentistry: Nada Marei
Being part of the UIC College of Dentistry (COD) as a dental student over the past three years has been an esteemed privilege and an enriching journey. The institution's curriculum has had a profoundly positive impact on both my personal growth and academic development. As I look forward to my final year, I reflect on the robust elements of our curriculum that have uniquely positioned me for success in the field of dentistry upon graduation.

First, among these strengths is the comprehensive basic sciences education provided by UIC COD. The institution offers a rigorous foundation in essential disciplines such as anatomy, physiology, and biochemistry, laying the groundwork for a deep understanding of the human body and its intricate relationship with dental health and pathology. Equally pivotal to my education has been the emphasis on preclinical skills. From the start of my journey in dental school, I had the opportunity to engage in hands-on preclinical training, commencing as early as the first week of my D1 year. Through immersive laboratory sessions and simulations, I honed my technical capability, acquiring the essential skills required for performing dental procedures with confidence in clinical settings.

Moreover, the clinical experience at UIC COD has been instrumental in refining my diagnostic understanding and treatment planning abilities. Clinical rotations and direct patient interactions have provided invaluable opportunities to apply theoretical knowledge in real-world scenarios, under the guidance of faculty members. UIC COD's commitment to exposing students to a diverse array of dental specialties has been particularly enriching. Through exposure to fields such as orthodontics, periodontics, endodontics, pediatrics, oral surgery, etc. I have gained a panoramic perspective on the multifaceted nature of dentistry, enabling me to contemplate various career pathways within dentistry. Furthermore, the institution's emphasis on interdisciplinary education has fostered collaboration with students from complementary healthcare professions, including pharmacy and medical schools. These collaborative learning experiences have facilitated a holistic understanding of healthcare dynamics, highlighting the interconnectedness of diverse fields of comprehensive patient care.

However, while acknowledging the myriad strengths of UIC COD's curriculum, I believe some areas deserve further emphasis to cultivate well-rounded and informed dentists. Specifically, practice management—a vital facet encompassing business administration, financial management, marketing strategies, and ethical considerations—could benefit from greater prominence within the curriculum. Despite the existence of weekly in-person classes dedicated to this subject, I perceive a relative underemphasis on practice management compared to other learning modalities, such as small-group learning sessions. Given the paramount importance of business understanding in navigating the realities of dental practice post-graduation, I support introducing practice management training starting from the first year of dental school. Early exposure will equip students with the necessary knowledge and skills to succeed in managing a dental practice. In conclusion, I am deeply grateful for the transformative educational experience afforded to me by UIC COD. I am confident that the institution's steadfast commitment to excellence, coupled with the ongoing refinement of its curriculum, will continue to nurture generations of professional and compassionate dentists. Thank you for your time and consideration.

SIU School of Dental Medicine: Elizabeth McDaniel

In a typical semester, SIU provides students with exceptional clinical experience. By not having many specialty programs, the dental students perform those procedures typically done by residents meaning students leave with great exposure. Students have more pediatric encounters, extraction opportunities, and conventional prosthodontic work which, in speaking with many recent graduates, instills confidence as new dentists. The emphasis on community dentistry at SIU means events like Give Kids a Smile and Veterans’ Care Day are built into the curriculum. Along with these events are external rotations at various Federally Qualified Health Centers in the region during our final year of schooling and the opportunity to attend Capital Conference as a D3 student. These events and experiences develop good relationships with the surrounding community and encourages our development as aware and well-rounded dentists. The opportunity to attend events related to organized dentistry while in school educates students on the importance of advocating for the profession in our future practice as dentists. The faculty’s encouragement of extracurricular participation and the inclusion of these events supplement classroom and daily clinic experience. The early exposure encourages involvement throughout our careers. The networking possibilities during the external rotations and through participation in organized dentistry events expands students’ resources as a new dentist as well.

SIU’s curriculum includes elements of dentistry such as nitrous oxide training and an in-depth education on the emerging field of dental sleep medicine. To my knowledge, SIU is one of the few dental schools to have a course dedicated to dental sleep medicine and has already empowered students to look for and recognize signs of sleep apnea in patients and provide them with the appropriate referrals and appliances. The exceptional focus on dental medicine as it relates to the whole body rather than strictly the oral cavity better prepares us to treat the patient as a full person and not just teeth.

In my time in ASDA, I have been fortunate to connect with dental students from across the country and to get to discuss our varying experiences in school. I always leave these encounters feeling proud of the education and opportunities I am receiving at SIU while still recognizing areas for improvement. While it appears difficult to simulate the industry side of the profession whilst in school, I do feel more emphasis could be placed on the business side. For example, methods of running a practice for those looking to do so and understanding various insurances options to better serve our patients.

The implementation of a multi-practice style course that demonstrates what it is like to run and work for different kinds of practices from a traditional private practice to a more comprehensive rural practice or public health could be beneficial. This could better educate students on the options following graduation and leave them feeling better prepared for the next step in their dental journey.

SIU School of Dental Medicine: Nathanial Peterson

 SIU has provided me with a strong clinical and didactic education. Our pre-clinical labs and projects provided a smooth transition to patient care. Instructors encouraged me to try new things, like scanning a natural tooth crown prep then designing, milling, and seating the crown. This project was not in the syllabus, but I was encouraged to give it a shot after expressing interest. This experience gave me the confidence to manage my first fixed appointment. An environment of fostering curiosity and exploration has continued into the clinic where I have been encouraged to leave my comfort zone.

We have a deep and diverse collection of instructors who will all take the time to sit down and work through a treatment plan, give guidance when I am unsure of how to proceed, and who ask for my opinion. The respect between myself and my instructors has helped me to gain confidence in not just my clinical skills, but in my ability to manage my patient’s expectations and comfort throughout their care.

Our behavioral science program has really helped me hone my patient management techniques while building strong relationships based on empathy and understanding. We are fortunate to be able to see patients from all ages, demographics, and socio-economic backgrounds and I have utilized every tool in my bag to be able to effectively treat my patients.

We are taught to consider not just how to treat patients in our clinic setting, but how to handle different cases in private practice. The clinic requires a longer process from an initial emergency walk-in to starting and completing comprehensive care than what I can afford in a private practice setting. At the end of each day on our emergency rotation, we discuss how the care we provide would change in a private setting. If you don’t treat their chief complaint, or at least resolve their discomfort, they are unlikely to come back, losing your practice a patient. Prior to the main clinic closing, I felt we did not spend enough time on digital dentistry, increasing the length and number of appointments for fixed work. This was frustrating for both students and patients. Reduced chair time has led to more digital restorations and is giving me more confidence in those skills once I have graduated.

SIU has done a remarkable job adjusting to the loss of our main clinic for the spring semester. While I did not get to see as many patients as I would have liked, shorter duration appointments forced me to become more efficient with my time and more organized. This efficiency boosted my confidence and helped me to successfully challenge more competencies than I would have otherwise. My clinical skills are progressing faster than I could have imagined and my confidence to treat patients is soaring. SIU has shown a willingness to listen to students, improving on both strengths and weaknesses throughout my time in school.

Midwestern College of Dental Medicine: Paige Madden

Going into my fourth year as a Midwestern Student I can truly say that three years ago I made the best decision choosing to move to Illinois to attend Midwestern University. Throughout my time at Midwestern, I have had many amazing opportunities that have not only increased my confidence as a student but also my passion for mentoring other students. As the class of 2025 president, I have been able to learn to lead a large group and make decisions for the betterment of a whole, which is a skill that I believe will help me manage teams of dentists in the future. Through opportunities like student research, I have been able to compete in national competitions and present my research at global conferences which has given me the ability to understand dental research and question new products to make the best decision about what I use on my future patients. As a dual degree student also working to obtain my master’s in public health I believe that the One Health approach Midwestern uses is extremely valuable. Understanding that it takes a comprehensive team of medical professionals to create the best scenario for patients is a skill set that I believe will change the shape of the future of medicine. Knowing who to reach out to and who plays what role in comprehensive care means better whole health care for our patients.

During my first year in clinic at Midwestern I have learned more than I initially thought was possible, having the style of learning where we have a built-in mentor (fourth year student) in clinic allows us to always have someone to look up to and someone to hold us accountable. When looking at areas that could be more emphasized, I lean towards the rotation of our faculty in clinic. I love the opportunity to learn from different faculty and hear different insight on procedures and past experiences. With our rotation set up there are some faculty that we will never get a chance to work with (which goes to show our student to faculty ratio is amazing) however we do still have the ability to go to talks from our faculty about their experiences.

As I just finished taking boards, I believe that our overall curriculum prepares us extremely well to master the INBDE. Going into studying most of the material was already covered as a third-year dental student and I felt extremely prepared to take the exam after a only a short month of studying. One other aspect I can think of that I believe Midwestern does a great job of is continuously providing opportunity to grow. We are encouraged to attend conferences, run for national positions, and awarded for contributions in leadership. As the recipient of this year’s outstanding leadership award, I can contest to the great support that we receive on a daily basis from our faculty and admin. Overall, I am extremely lucky to attend Midwestern University and to be surrounded by great mentors.

Midwestern College of Dental Medicine: Joseph Tadros

 Midwestern University College of Dental Medicine stands as a beacon of excellence, cultivating a supportive and forward-thinking environment dedicated to nurturing the next generation of dental professionals. Within its halls, students are equipped with the skills and knowledge necessary for success in dentistry, bolstered by the institution's commitment to technological advancement, receptiveness to feedback, and dedication to professional development.

The faculty's warmth and eagerness to embrace innovation are evident, as seen in the recent integration of CEREC machines for in-house crown milling, which not only exposes students to cutting-edge technology but also symbolizes the institution's dedication to providing students with state-of-the-art tools. Moreover, the accessibility of legal guidance for job contracts before graduation underscores the school's commitment to safeguarding students' interests as they embark on their professional journeys. Additionally, the presence of a dedicated faculty member for Leadership & Career Coaching and the provision of free counseling services demonstrates the institution's commitment to supporting students' holistic well-being and professional development, fostering a nurturing and inclusive learning environment conducive to growth.

In addition to clinical expertise, the school prioritizes the holistic development of its students by integrating business lectures and emphasizing adherence to ADA guidelines and ethics. This holistic approach equips students with the acumen needed to navigate the complexities of dental practice effectively.

Continual refinement of the curriculum reflects the institution's proactive stance towards staying aligned with industry standards, guidelines, and modern technology, ensuring that students are well-prepared for the dynamic landscape of dentistry. However, there are areas ripe for improvement, such as streamlining administrative processes to facilitate timely decision-making.

Furthermore, given the school's focus primarily on the Bicon implant system, some students often find themselves seeking additional training outside the curriculum to gain exposure to other implant systems. For instance, I personally had to enroll in an external implant continuing education course starting in September of 2024, which runs for 9 months and comes at a significant cost of $10,000. This demonstrates the financial burden that students may face in pursuit of a more comprehensive education in implant dentistry. Additionally, the school could still consider expanding exposure to technologies like lasers for endodontic treatment within the curriculum to enhance students' proficiency in modern dental techniques.

In conclusion, Midwestern University College of Dental Medicine offers a comprehensive educational experience rooted in a supportive atmosphere, technological integration, and a dedication to continuous improvement. While opportunities for enhancement exist, the institution's receptiveness to feedback and commitment to adaptability ensure its continued evolution as a leading dental education institution.