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Systematic Review and Evidence-Based Research in Dentistry

• First Online: 10 April 2022

Cite this chapter

• Fahimeh Tabatabaei 3 &
• Lobat Tayebi 3  

A systematic review is a scientific data synthesis approach that identifies, assesses, and synthesizes the scientific evidence to answer a specific research question systematically and explicitly. By combining the results of several studies through a precise and reproducible method, one can thus estimate the effect of an intervention with more reliability and greater precision, minimizing the impact of bias or systematic errors that may interfere with primary studies. In the meta-analysis, you can identify reliable patterns and sources of disagreement by contrasting and comparing the results of collected studies. Based on the outcome of systematic review or meta-analysis, the concept of evidence-based dentistry is defined. They allow us to see if the scientific evidence agrees from one study to another and applies to various settings, populations, and interventions or if it only applies to certain subgroups of studies. They can also help to identify gaps in scientific data and guide future research.

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Tabatabaei, F., Tayebi, L. (2022). Systematic Review and Evidence-Based Research in Dentistry. In: Research Methods in Dentistry. Springer, Cham. https://doi.org/10.1007/978-3-030-98028-3_3

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121+ Interesting Dental Research Topics for Undergraduates

Did you know poor oral health can be linked to heart disease? It’s true! This surprising fact underscores the importance of dental research in maintaining overall health and well-being. 

Understanding the intricate connections between oral health and systemic conditions like heart disease highlights the critical role of research in advancing our knowledge and improving patient outcomes. 

In this blog, we will delve into various dental research topics tailored specifically for undergraduates, providing insights, resources, and inspiration to explore this fascinating field further. 

Whether you’re passionate about dentistry or simply curious about the intersection of oral health and overall wellness, join us as we uncover the exciting possibilities in dental research for undergraduates.

What is Dental Research Topic?

Table of Contents

A dental research topic is a subject of study within the field of dentistry that aims to explore, investigate, and analyze various aspects related to oral health, dental care, and dental treatments. 

These topics cover a wide range of areas, including but not limited to dental diseases, preventive measures, treatment methods, oral hygiene practices, dental technology advancements, and the impact of oral health on overall well-being. 

Dental research topics provide opportunities for scholars, researchers, and students to contribute to the advancement of dental science, improve patient care, and address current challenges in oral health care.

Importance of Dental Research Topics for Undergraduates

Dental research topics are essential for undergraduates for several reasons:

Skill Development

Engaging in dental research topics helps undergraduates develop critical thinking, problem-solving, and analytical skills essential for their academic and professional growth.

Contribution to Knowledge

Undertaking research allows undergraduates to contribute to the existing body of knowledge in dentistry, advancing the field and addressing emerging challenges.

Career Preparation

Research experience enhances students’ competitiveness for dental school admissions, graduate programs, and future careers in academia, clinical practice, or research institutions.

Practical Application

Research topics offer undergraduates the opportunity to apply theoretical knowledge gained in the classroom to real-world scenarios, fostering a deeper understanding of dental concepts and techniques.

Professional Networking

Engaging in research exposes undergraduates to collaboration with peers, faculty, and professionals, facilitating valuable networking opportunities within the dental community.

Popular Dental Research Topics for Undergraduates

Dental research topics for undergraduates encompass a wide range of areas within dentistry. Here are some examples across different subfields:

Dental Diseases

• The role of genetics in the development of periodontal disease.
• Strategies for early detection and prevention of dental caries.
• Investigating the link between diabetes and periodontal disease.
• Factors influencing the prevalence of oral cancer among different demographics.
• Impact of dietary habits on the occurrence of enamel erosion.
• Effectiveness of fluoride in preventing dental decay.
• The role of saliva in maintaining oral health and preventing diseases.
• Trends in the prevalence of temporomandibular joint disorders.
• Oral manifestations of systemic diseases: A comprehensive review.
• Investigating the relationship between oral health and overall systemic health.
• The effectiveness of probiotics in preventing oral infections.
• Psychological factors influencing dental anxiety and its management.

Dental Treatments

• Comparison of different types of dental implants: Materials, techniques, and success rates.
• Advancements in minimally invasive techniques for dental restoration.
• Comparative analysis of traditional braces versus clear aligners in orthodontic treatment.
• The role of lasers in various dental procedures: Benefits and limitations.
• Innovations in endodontic treatment: From rotary instruments to regenerative techniques.
• Efficacy of different whitening agents in professional and over-the-counter dental bleaching.
• The impact of COVID-19 on dental practice: Adaptations, challenges, and future implications.
• Investigating the use of stem cells in dental tissue regeneration.
• Comparative study of different materials used in dental restorations: Strength, durability, and aesthetics.
• Exploring the potential of 3D printing technology in prosthodontics and oral surgery.
• Patient satisfaction and outcomes following different types of orthognathic surgeries.
• Long-term success rates of various techniques in root canal therapy.

Oral Health Promotion and Education

• Effectiveness of school-based oral health education programs in improving children’s oral hygiene.
• Strategies for promoting oral health in underserved communities: Challenges and solutions.
• Role of social media and technology in disseminating oral health information.
• Impact of community water fluoridation on dental caries prevention.
• The role of parents and caregivers in establishing children’s oral hygiene habits.
• Cultural influences on oral health beliefs and practices: Implications for public health campaigns.
• Effectiveness of motivational interviewing in promoting behavior change for better oral health.
• Investigating the efficacy of school-based dental sealant programs.
• Oral health literacy among different populations: Assessments and interventions.
• The role of dentists in advocating for policies promoting oral health equity.
• Strategies for improving oral health outcomes among elderly populations.
• Integrating oral health education into primary care settings: Opportunities and challenges.

Dental Materials and Biomaterials

• Biocompatibility of dental materials: Assessing safety and long-term effects.
• Development of antimicrobial dental materials to prevent biofilm formation.
• Investigating the mechanical properties of novel dental composites.
• Bioactive materials in dentistry: Applications and clinical implications.
• Biodegradable materials for temporary dental restorations.
• Nanotechnology in dentistry: Potential applications and future directions.
• Development of remineralizing agents for the management of dental caries.
• Investigating the properties and applications of dental ceramics.
• Biomimetic materials in dentistry: Mimicking natural tooth structure for improved outcomes.
• Sustainable practices in dental material manufacturing and disposal.
• Advances in adhesive systems for bonding dental restorations.
• Biomechanical properties of dental implant materials: Enhancing stability and osseointegration.

Oral Microbiology and Immunology

• Microbiome of the oral cavity: Composition, dynamics, and role in health and disease.
• Host-pathogen interactions in periodontal diseases: Insights into disease progression.
• Immunological responses to dental biofilms and their implications for treatment.
• Role of probiotics in modulating oral microbiota and preventing dental diseases.
• Viral infections in dentistry: From herpesviruses to SARS-CoV-2.
• Impact of antimicrobial resistance on dental infections and treatment outcomes.
• Microbial ecology of dental plaques in different oral environments.
• Oral manifestations of HIV/AIDS: Diagnosis, management, and implications.
• Biofilm formation on dental implant surfaces: Prevention and management strategies.
• Innate and adaptive immune responses in oral mucosal diseases.
• Virulence factors of oral pathogens and their role in disease progression.
• Immunomodulatory properties of dental materials and their impact on tissue response.

Dental Public Health

• Epidemiology of dental diseases: Trends, disparities, and risk factors.
• Health promotion strategies for improving access to dental care in rural areas.
• Oral health inequalities among different socioeconomic groups: Causes and solutions.
• Cost-effectiveness of preventive dental interventions: A systematic review.
• Integrating oral health into primary care: Models of collaborative practice.
• Tele-dentistry: Opportunities and challenges for improving access to dental care.
• Oral health surveillance systems: Monitoring trends and assessing needs.
• Assessing the effectiveness of community water fluoridation programs.
• Role of dental professionals in addressing oral health disparities.
• Impact of environmental factors on oral health outcomes: Pollution, climate change, and urbanization.
• Dental workforce issues: Distribution, shortages, and workforce diversity.
• Oral health policies and advocacy: Strategies for promoting legislative change.

Pediatric Dentistry

• Early childhood caries: Risk factors, prevention, and management strategies.
• Behavior management techniques in pediatric dentistry: Evidence-based approaches.
• Oral health outcomes of children with special healthcare needs: Challenges and interventions.
• Dental trauma in children: Prevention, diagnosis, and treatment.
• Assessment of dental fear and anxiety in pediatric patients: Tools and interventions.
• Maternal and child oral health: Prenatal factors influencing dental health outcomes.
• Dental developmental anomalies: Diagnosis, management, and long-term implications.
• Effectiveness of fluoride varnish application in preventing dental caries in children.
• Impact of nutrition and dietary habits on pediatric oral health.
• Pediatric sedation techniques in dentistry: Safety, efficacy, and guidelines.
• Orthodontic considerations in pediatric dentistry: Early intervention and treatment planning.
• Pediatric dental emergencies: Management and prevention strategies.

Oral and Maxillofacial Surgery

• Outcomes of orthognathic surgery in patients with skeletal discrepancies.
• Management of impacted third molars: Indications, techniques, and complications.
• Reconstruction of maxillofacial defects following trauma or tumor resection: Surgical options and outcomes.
• Temporomandibular joint disorders: Diagnosis, management, and surgical interventions.
• Bone grafting techniques in implant dentistry: Approaches and success rates.
• Surgical management of obstructive sleep apnea: Role of maxillomandibular advancement.
• Surgical treatment options for cleft lip and palate: Multidisciplinary approaches and long-term outcomes.
• Surgical management of oral and maxillofacial infections: Antibiotic therapy, drainage, and debridement.
• Soft tissue augmentation techniques in aesthetic and functional maxillofacial surgery.
• Advancements in minimally invasive techniques for orthognathic surgery.
• Surgical management of facial trauma: Emergency interventions and long-term rehabilitation.
• Digital planning and navigation in oral and maxillofacial surgery: Enhancing precision and outcomes.

Dental Education and Training

• Effectiveness of simulation-based training in dental education: Skill acquisition and retention.
• Integration of digital technology into dental curricula: Challenges and opportunities.
• Peer-assisted learning in dental education: Impact on student performance and satisfaction.
• Interprofessional education in dentistry: Collaborative approaches to patient care.
• Continuing education requirements for dental professionals: Trends and implications.
• Assessment methods in dental education: Moving beyond traditional exams.
• The role of mentorship in shaping the career trajectories of dental students.
• Global perspectives in dental education: Cross-cultural experiences and challenges.
• Incorporating evidence-based practice into dental curricula: Strategies and outcomes.
• Tele-education in dentistry: Remote learning platforms and their effectiveness.
• Student perceptions of clinical experiences in dental education: Barriers and facilitators.
• Innovations in competency-based dental education: Assessing clinical proficiency and readiness for practice.

Dental Technology and Innovation

• Artificial intelligence in dentistry: Applications in diagnosis, treatment planning, and outcomes prediction.
• Virtual reality and augmented reality in dental education and patient care.
• Robotics in dentistry: Automation of procedures and precision in surgical interventions.
• Wearable technology for monitoring oral health behaviors and conditions.
• 3D printing in dentistry: Customization of dental implants, prostheses, and surgical guides.
• Digital smile design: Utilizing technology for aesthetic treatment planning and communication.
• Smart materials in dentistry: Self-healing, self-cleaning, and bioactive properties.
• Teledentistry platforms for remote consultations, monitoring, and patient education.
• Biomimetic approaches in dental materials design: Mimicking natural tooth structure and function.
• Nanomaterials in oral healthcare products: Enhanced delivery systems and therapeutic applications.
• Bioprinting of dental tissues and organs: Advancements in regenerative dentistry.
• Energy-based devices in dentistry: Laser therapy, photobiomodulation, and electrosurgery applications.
• Development of a Smart Toothbrush with Artificial Intelligence Integration.

These topics offer a comprehensive overview of the diverse areas within the field of dental research and provide undergraduates with a plethora of options for exploring their interests and making meaningful contributions to the discipline.

Current Trends in Dental Research

Several trends were prevalent in dental research. While there may have been further developments since then, here are some prominent trends at that time:

Biomimetic Dentistry

Mimicking natural tooth structure and function using advanced materials and techniques.

Tele-dentistry

Utilizing technology for remote consultations, monitoring, and patient education, especially amidst the COVID-19 pandemic.

Regenerative Dentistry

Developing therapies to regenerate dental tissues and promote natural healing processes.

Personalized Dentistry

Tailoring treatment plans based on individual patient characteristics, genetics, and preferences.

Minimally Invasive Dentistry

Emphasizing conservative approaches to preserve tooth structure and improve patient comfort.

Digital Dentistry

Integration of digital technology for diagnostics, treatment planning, and fabrication of dental restorations.

Nanotechnology

Utilizing nanomaterials for improved dental materials, drug delivery systems, and diagnostic tools.

Challenges in Dental Research Topics

Dental research, like any scientific field, faces its share of challenges. These challenges can span various aspects of the research process, from funding and resources to methodological complexities and ethical considerations. Here are some common challenges in dental research:

Funding Constraints

Limited financial resources hinder the initiation and continuation of dental research projects.

Access to Resources

Inadequate access to specialized equipment, materials, and facilities poses a barrier to conducting comprehensive research.

Recruitment of Participants

Difficulty in recruiting diverse and representative study populations affects the generalizability of research findings.

Ethical Considerations

Navigating ethical complexities, such as informed consent and privacy concerns, adds challenges to dental research.

Interdisciplinary Collaboration

Facilitating collaboration between dental professionals, researchers, and other disciplines is essential but often challenging.

Translation of Research into Practice

Bridging the gap between research findings and clinical implementation remains a significant challenge in dental research.

The exploration of dental research topics holds immense promise for advancing oral health care and addressing multifaceted challenges within the field. 

From unraveling the mysteries of oral diseases to pioneering innovative treatments and technologies, dental research serves as the cornerstone of progress and improvement in patient outcomes. 

Despite facing various challenges such as funding constraints and ethical considerations, the pursuit of dental research remains crucial for enhancing preventive measures, refining treatment modalities, and promoting overall well-being.

By fostering interdisciplinary collaboration, embracing emerging trends, and prioritizing the translation of research findings into practice, the dental community can continue to drive impactful discoveries and advancements for the benefit of individuals worldwide.

1. How can I stay updated on the latest dental research?

Staying updated on the latest dental research can be as simple as subscribing to reputable dental journals, attending conferences, and following dental research institutions and experts on social media platforms.

2. What are some examples of emerging dental research topics?

Emerging dental research topics include genetics and oral health, biomaterials and tissue engineering, and microbiome studies, among others.

3. Why is dental research important for patients?

Dental research drives innovation in oral healthcare, leading to improved treatment outcomes, personalized care, and enhanced preventive strategies for patients.

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The Oral Health Topics section on ADA.org is intended to provide dentists with clinically relevant, evidence-based science behind the issues that may affect their patients and their practice. Refer to the Oral Health Topics for current scientific reviews of subjects that relate to oral health, from amalgam separators and antibiotic prophylaxis to xerostomia and X-rays.

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by Mary Beth Versaci

June 12, 2022

Original Article

Pathways to dentistry: Researchers move dental profession forward

Contributions have lasting impact on oral health care.

Editor's note: This is the third article in a series that celebrates the diversity of career paths in dentistry and the Association's efforts in supporting dentists' career choices in the profession.

From examining the connections between oral and overall health to evaluating the behavior of materials used in dentistry, researchers ask the questions and do the work to inform how dentists care for their patients every day.

"Dentistry is an amazing profession that has offered so many of us the opportunity to improve patients' lives. It is critical that we continue to evolve and expand our understanding of the diseases and conditions that affect our patients and continue to work to optimize the treatments that they receive," said Mia Geisinger, D.D.S., professor and director of the Advanced Education Program in Periodontology at the University of Alabama at Birmingham School of Dentistry. "My goal in research is always to change the way that we treat patients for the better, and while the pace of scientific discovery may be incremental, we continually strive to improve oral and overall health for all."

The American Dental Association recognizes the importance of research — like Dr. Geisinger's on the impact of periodontal disease and treatment on overall health — to the practice of dentistry. One of its core values is to be a science- and evidence-based organization, a goal that is supported by the ADA Science & Research Institute, which conducts research and produces evidence-based resources for dentists.

"Scientific research is so important to the health and advancement of the dental profession. That's why I'm really proud of the work ADASRI does," said Marcelo Araujo, D.D.S., Ph.D., chief science officer of the ADA and CEO of ADASRI. "At ADASRI, our work runs the gamut of scientific research — everything from basic science, like the creation of novel dental materials, to applied science that tests and refines dental materials, to clinical and translational research that communicates that basic and applied science in a way that is easy to implement chairside. As a whole, the work of ADASRI’s researchers, and really the work of all dental researchers, has a profound impact on improving dentistry."

The ADA also has two scientific journals: The Journal of the American Dental Association and JADA Foundational Science.

"The ADA continues to demonstrate its strong commitment to the health sciences through many avenues, including the dissemination of basic, translational and clinical research through its journals and other media offerings," said Jack L. Ferracane, Ph.D., editor-in-chief of JADA Foundational Science. "It all boils down to creating new and better pathways to oral health, and we all find it exciting and gratifying to play our different roles in the process that links discovery to successful clinical care."

A New Day for Dentistry, a campaign launched by ADA President Cesar R. Sabates, D.D.S., celebrates the ADA’s diverse community of dentists by recognizing their personal differences and the varied career paths they have chosen within the profession.

"Researchers are essential members of the dental workforce," Dr. Sabates said. "Clinicians strive to provide the best care they can to their patients, and researchers provide the evidence they need to make informed decisions. Their work also helps to expand dentistry’s knowledge base, driving innovation and advancement in our profession. The contributions of researchers have a lasting impact on all facets of oral health care."

For dentists who choose to pursue research as part of their career, a natural curiosity is key.

"I was exposed to research and science when I was in high school, and ever since, I was always interested in learning the underlying mechanisms of diseases," said Hatice Hasturk, D.D.S., Ph.D., director of the Center for Clinical and Translational Research and senior member of the staff at the Forsyth Institute. "I believe that without knowing what is really involved in tissues or structures we are working with, we cannot provide an effective and long-lasting solution."

Dr. Hasturk, who won the ADA’s 2020-21 Norton M. Ross Award for Excellence in Clinical Research and serves on the ADA Council on Scientific Affairs, teaches at the Boston University Henry M. Goldman School of Dental Medicine and Harvard School of Dental Medicine and practices once a week as a staff dentist/periodontist at the Forsyth Faculty Associates Clinic. Her research focuses on periodontology and immunology.

Dr. Hasturk's studies have shown that changing the body's response to infections and diseases can reduce the oral disease it is experiencing, provide better stability and lead the body to produce more beneficial molecules that can help improve its defense system against other infections and diseases.

"As a dentist/periodontist, my goal is to provide the best prevention and best treatment to my patients," Dr. Hasturk said. "As a researcher, this goal drives me to better understand health and disease, not only to improve oral health, but also overall health."

For Rajesh Lalla, B.D.S., Ph.D., professor of oral medicine and associate dean for research at the University of Connecticut School of Dental Medicine, his favorite part of being a researcher is the ability to create new knowledge.

"It is extremely satisfying to be able to go through the process of having an idea, designing a study to test that hypothesis and determining what the truth really is," said Dr. Lalla, who studies the oral side effects of radiation therapy and chemotherapy used in the treatment of cancer.

His research team is working to publish results from a multicenter clinical study that enrolled more than 500 patients undergoing radiation therapy for head and neck cancer.

"One of the novel findings is that the radiation treatment led to a striking increase in gingival recession," said Dr. Lalla, who is the immediate past president of the Multinational Association of Supportive Care in Cancer — the first dentist to hold the role. "It was known that these patients tend to get cervical caries after radiation therapy, but the reasons were not clear. Our finding indicates that exposure of the cervical areas of teeth due to gingival recession may explain the increased risk for cervical caries."

At the University of Connecticut, Dr. Lalla developed the dental school’s course on evidence-based decision making, which emphasizes the importance of evidence to the practice of dentistry.

"Dentistry is a scientific profession. The care we provide for our patients must be evidence based," said Dr. Lalla, who won the ADA’s 2020 Evidence-Based Dentistry Accomplished Faculty Award. "Research provides that evidence, so research is the very foundation of our profession."

With a background in engineering, Nathaniel Lawson, D.M.D., Ph.D., performs applied dental materials research at the University of Alabama at Birmingham School of Dentistry, where he is an associate professor, director of the biomaterials residency program and director of the division of biomaterials. He and his team devise testing equipment and protocols to evaluate dental materials to best predict their clinical performance, and they are perhaps most well known for performing wear testing. His lab is currently testing the wear of new 3D-printed materials being developed for dentures, crowns and occlusal guards.

"There are many different types of dental research. Many dentists may think of the incredible scientific work conducted by basic and translational scientists who are working to develop new treatments, materials and drugs to treat dental and oral conditions," said Dr. Lawson, who won the ADA's 2016 John W. Stanford New Investigator Award. "However, there is still research needed to evaluate the materials that are already in clinical use in order to determine the best uses of these materials. This information can help the clinician better perform work in their office."

Dr. Lawson began conducting research when he was applying to dental school at the University of Alabama. After a brief stint in clinical practice following graduation, his dental school research adviser asked if he would be interested in returning to his alma mater for an academic position performing research and teaching.

"Within a couple years of working in the position, I realized that I really loved what I was doing," Dr. Lawson said. "I really enjoy thinking of clinical problems, performing a study to try to better understand the best clinical treatment, trying what I learned in practice and then sharing that information through teaching."

Dr. Geisinger, too, was initially unsure of her career path and thought she would go into private practice until she began volunteering as a faculty member at a dental school.

"When I thought about the opportunity to make an exponential impact on our profession through education, research and service, I knew that I had to try to make the biggest impact I could on the oral health of patients and communities," she said. "And it is the research part of that mission that allows me to have the widest reach — impacting the global delivery of dental care through incremental discovery."

Dr. Geisinger, who is a member of the ADASRI Board of Directors and secretary-treasurer of the American Academy of Periodontology, is currently involved in a project examining best practices for delivering oral hygiene care to people with dementia in skilled nursing facilities, as well as the impact of periodontal health on the development and progression of dementia.

The research dentists perform has a lasting impact on not only the profession but public health as well.

"Dentists are an integral part of health care, and as an important health care provider, we need to base what we do on science and biology in order to offer evidence-based, scientifically proven and solid approaches to our patients," Dr. Hasturk said. "They are hungry to learn from us to do better at home and in their lives and to be examples to their children and young generations. We can only be better prepared for the future with proper education, and proper education is a result of research."

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Evidence-Based Dentistry

How to phrase your pico, types of clinical questions.

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A well formed clinical question covers the following 4 areas identified by the acronym  PICO .

• P atient or population or problem
• I ntervention or exposure or prognostic factor
• C omparison (not always included)

Medical University of South Carolina Libraries. (2020). PICOTT . https://musc.libguides.com/ebd/PICOTT

THERAPY In_______________, what is the effect of ________________on _______________ compared with _________________? ETIOLOGY Are ______________ who have _______________ at ______________ risk for/of ____________ compared with _____________ with/without ______________? DIAGNOSIS OR DIAGNOSTIC TEST Are (Is) ________________ more accurate in diagnosing _______________ compared with ____________? PREVENTION For ___________ does the use of _________________ reduce the future risk of ____________ compared with ______________? PROGNOSIS Does ____________ influence ______________ in patients who have _____________?  MEANING How do _______________ diagnosed with _______________ perceive __________________?

Melnyk, B. M., & Fineout-Overholt, E. (2011). Evidence-based practice in nursing & healthcare: A guide to best practice. Philadelphia: Wolters Kluwer/Lippincott Williams & Wilkins.

DOI: https://doi.org/10.14219/jada.2014.113

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• Frontiers in Cellular and Infection Microbiology
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Dental diseases: In the spotlight of oral microbiome and host immune defenses - New approaches for Oral Health and Oral Care

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About this Research Topic

Nowadays Oral Health and Oral Care are successfully driven by daily preventive, hygiene routines mechanically mitigating the biofilm burden facilitated by antimicrobial ingredients. Nevertheless, periodontal disease affects more than 700 million people, making it one of the most prevalent chronic inflammatory diseases worldwide while dental cariogenicity still account as one of the most relevant health disorders in the industrialized world with more than 2 billion cases worldwide. Both diseases cause a tremendous social and economic burden for governmental healthcare systems. In the last 20 years interruptive scientific advancements in life science and big data paved the road for a richness of detail on various functional levels of biological life. Next generation sequencing allows the insight in polymicrobial communities, inter-microbial and host-microbial interaction beyond community profiling on a yet unseen resolution. In fact, integration of metagenomic and metatranscriptomic data with dysbiotic disease strongly suggests a functional transcriptomic redundancy despite dispersal in the polymicrobial community composition. In fact, the multifactorial character of oral diseases, strongly insinuated by exogenous parameters and the relevance of the multispecies equilibrium within a phylogenetic ecological framework clearly culminates and integrates the ecological plaque hypothesis with the polymicrobial synergy and dysbiosis model. Still, even keystone pathogens have their distinct role by driving disease progression. Inflammophilic organisms orchestrate the host immune response, modulating the otherwise pathogen-detrimental inflammatory response to a more dysbiotic-stabilizing, beneficial answer. Certainly, the host immune response from innate defenses to immune tolerance of commensal bacteria contribute as key player to the equilibrium of the oralome and eubiosis. With this said, we are interested in new insights and concepts that synergistically supports today’s preventive character of oral care by novel, ecological preventive and therapeutic approaches targeting: o Modulators of the oral microbiome o Live biotherapeutics including next generation probiotics o Pre- and synbiotics o Phagetherapy o Active and Passive vaccination o Host Response modulators o Antimicrobials & New drug delivery Furthermore, we also appreciate novel insights into: • Impact of the immune system in periodontal diseases and dental caries • Role of the dysbiotic oral microbiome (viriome, mycobiome) including also protozoa and amoeba in oral disease and is spatiotemporal distribution Type – Original Research, Review, Mini-Review, Clinical study, Perspective

Keywords : Oral microbiome, Biotherapeutics, Probiotics, Pre- and synbiotics, Phagetherapy, Antimicrobials

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Dental Research Scientist Job Description [Updated for 2024]

In the ever-evolving field of dentistry, the importance of dental research scientists has never been more paramount.

As dental science advances, so does the need for knowledgeable individuals who can investigate, innovate, and fortify our understanding of oral health.

But let’s delve deeper: What’s genuinely expected from a dental research scientist?

Whether you are:

• A job aspirant seeking to comprehend the core of this role,
• A hiring manager crafting the perfect candidate profile,
• Or simply fascinated by the intricate dynamics of dental research,

You’re in the right place.

Today, we present a fully adaptable dental research scientist job description template, designed for effortless posting on job boards or career sites.

Let’s dive right in.

Dental Research Scientist Duties and Responsibilities

Dental Research Scientists are responsible for conducting detailed research related to oral health issues.

They use their specialist knowledge to understand and attempt to solve complex problems in the field of dentistry.

Their key duties and responsibilities include:

• Conducting in-depth research to understand the causes of oral diseases and to develop effective treatment methods
• Designing and implementing scientific studies and clinical trials
• Analyzing data and interpreting research findings
• Publishing research findings in scientific journals and presenting results at conferences
• Staying updated with the latest scientific advancements in the field of dentistry
• Working closely with other scientists, researchers, and healthcare professionals
• Securing funding for research projects
• Ensuring compliance with ethical guidelines and regulations when conducting research
• Developing new dental products or improving existing ones based on research findings
• Teaching and mentoring students and junior researchers

Dental Research Scientist Job Description Template

We are seeking a dedicated and ambitious Dental Research Scientist to join our team.

The Dental Research Scientist will conduct high-level research and investigation in dental and oral health, develop research methods, analyze data, and present findings in scholarly journals or to stakeholders.

Our ideal candidate is self-motivated, has a strong background in dental research, and is familiar with the latest research methodologies.

Responsibilities

• Design, execute, and evaluate clinical and laboratory-based studies on dental materials and treatment methods.
• Collaborate with other scientists and researchers to develop new methods for dental treatments and prevention.
• Analyze data and interpret results to make recommendations for product development or improvements in dental care.
• Present research findings in scientific journals, to stakeholders, or at professional conferences.
• Keep up-to-date with the latest advancements in dental research and technology.
• Ensure all studies and procedures comply with regulations and ethical standards.
• Apply for and manage research funding and budgets.

Qualifications

• Doctorate degree in Dental Science, Biology, Chemistry, or a related field.
• Proven experience as a Dental Research Scientist or a similar role.
• Strong knowledge of dental research methods and statistical analysis.
• Proficient in laboratory safety and infection control procedures.
• Excellent oral and written communication skills for presenting research findings.
• Ability to work independently and as part of a research team.
• Health insurance
• Dental insurance
• Retirement plan
• Paid time off
• Opportunity to contribute to critical research in the field of dentistry

Additional Information

• Job Title: Dental Research Scientist
• Work Environment: Laboratory and office environment. Some travel may be required for conferences or collaborations.
• Reporting Structure: Reports to the Director of Dental Research.
• Salary: Salary is based upon candidate experience and qualifications, as well as market and business considerations.
• Pay Range: $75,000 minimum to $135,000 maximum
• Location: [City, State] (specify the location or indicate if remote)
• Employment Type: Full-time
• Equal Opportunity Statement: We are an equal opportunity employer and value diversity at our company. We do not discriminate on the basis of race, religion, color, national origin, gender, sexual orientation, age, marital status, veteran status, or disability status.
• Application Instructions: Please submit your resume, a cover letter outlining your qualifications and experience, and a list of published research to [email address or application portal].

What Does a Dental Research Scientist Do?

Dental Research Scientists primarily work in the field of oral health research.

They are usually employed by universities, research institutions, or large dental corporations.

Their main task is to conduct and analyze research studies related to oral health, dental diseases, dental materials, and dental treatment techniques.

This can include everything from developing new dental materials and equipment to discovering new ways to prevent and treat oral diseases.

They often work in collaboration with other scientists, dentists, and healthcare professionals to conduct clinical trials and laboratory experiments.

They also apply statistical methods to interpret the results and present their findings in scientific publications and conferences.

Another key part of their role is to apply for grants and funding to support their research.

Dental Research Scientists also play a significant role in the education of dental students by lecturing and supervising research projects.

Ultimately, the goal of a Dental Research Scientist is to enhance our understanding of oral health and to develop better ways to prevent, diagnose, and treat dental conditions and diseases.

Dental Research Scientist Qualifications and Skills

A Dental Research Scientist must possess a broad set of qualifications and skills, ranging from strong scientific knowledge to excellent analytical abilities.

These include:

• Deep understanding of dental anatomy, oral diseases and dental treatments to conduct relevant and meaningful research.
• Strong scientific and laboratory skills to execute experiments and studies accurately and precisely.
• Excellent critical thinking and analytical skills to interpret data and draw conclusions about research findings.
• Good communication skills to effectively present research findings to the scientific community, dental professionals and the public, if necessary.
• Detail-oriented nature and meticulous approach to maintain accurate records of experiments, findings and procedures.
• Strong problem-solving skills to address scientific challenges and devise solutions during the research process.
• Familiarity with scientific software and statistical tools to analyze and interpret research data.
• Collaborative skills to work with a team of researchers, scientists and other professionals.
• Continual learning and keeping up to date with the latest research and developments in dentistry and related fields.

Dental Research Scientist Experience Requirements

Dental Research Scientists typically begin their professional journey by obtaining a bachelor’s degree in biology, chemistry, or a related field.

Some also pursue degrees in dental science.

During their undergraduate studies, they often engage in laboratory work and research to gain valuable hands-on experience.

This can involve internships at dental research facilities or universities, where they can learn more about the practical aspects of dental research.

After obtaining an undergraduate degree, a majority of Dental Research Scientists progress to postgraduate studies, usually leading to a doctoral degree (PhD).

This further study provides them with the specialized knowledge and experience they will need in their future careers.

Many PhD programs involve extensive research work, typically in a specialized area of dental science.

Post-doctoral research experience, usually of 2-3 years, is also highly valued.

During this period, Dental Research Scientists may work on specific research projects, publish papers in scientific journals, and present their findings at conferences, all of which contribute to their practical experience and professional standing.

For those aiming at leadership roles or senior positions, several years of professional experience in dental research science is typically required.

This experience can include project management, team leadership, and contributions to significant research in the field of dental science.

In addition, a proven record of research publications, grant funding, and collaborations can significantly bolster a Dental Research Scientist’s qualifications and experience profile.

Dental Research Scientist Education and Training Requirements

Dental Research Scientists usually require a Doctor of Dental Surgery (DDS) or Doctor of Medicine in Dentistry (DMD) degree from an accredited dental school.

This is typically followed by the completion of a PhD in a related science field such as biology, biochemistry, or microbiology.

During their dental degree program, they are taught various aspects of dentistry, including dental anatomy, oral pathology, radiology, and patient management.

In addition to this, they develop a strong foundation in basic and dental sciences, and gain clinical experience.

Post-graduation, they usually need to complete a residency program and/or fellowship in dental research to gain hands-on experience and specialized knowledge.

Dental Research Scientists are required to be licensed to practice dentistry.

This generally involves passing a state or national examination.

Many Dental Research Scientists may also pursue a Master’s degree or post-doctoral training in a specialized area of dental research like periodontics, prosthodontics, or oral and maxillofacial surgery.

To stay ahead in this rapidly evolving field, continuing education and training are highly recommended.

This could involve attending seminars, workshops, or training sessions, and reading relevant scientific literature.

Obtaining board certification in dental specialties from organizations like the American Board of Dental Specialties can provide further validation of their expertise and dedication to the field.

Dental Research Scientist Salary Expectations

A Dental Research Scientist earns an average salary of $77,883 (USD) per year.

The actual earnings can fluctuate depending on the scientist’s level of experience, their educational background, and the location of their employment.

Dental Research Scientist Job Description FAQs

What skills does a dental research scientist need.

A Dental Research Scientist should have a strong background in biological and physical sciences, be familiar with research methodology, and have excellent analytical skills.

They should also be proficient in data analysis software and tools.

Strong written and verbal communication skills are crucial for presenting findings and collaborating with other scientists or healthcare professionals.

Do Dental Research Scientists need a degree?

Yes, Dental Research Scientists typically need an advanced degree.

This might be a Doctor of Dental Surgery (DDS) or a PhD in a related field like biology or chemistry.

In some cases, Dental Research Scientists might have both a DDS and a PhD.

Some positions may also require postdoctoral research experience.

What should you look for in a Dental Research Scientist resume?

You should look for a strong educational background in relevant fields, such as dentistry, biology, or chemistry.

Previous research experience, particularly in dentistry or oral health, is also essential.

Look for evidence of data analysis skills, proficiency in relevant software, and a track record of published research in peer-reviewed scientific journals.

What qualities make a good Dental Research Scientist?

A good Dental Research Scientist is highly analytical, detail-oriented, and possesses excellent problem-solving skills.

They should be dedicated to advancing dental and oral health knowledge and be eager to stay up-to-date with the latest scientific findings in their field.

Good communication skills are also important as they often collaborate with other scientists and healthcare professionals.

Is it difficult to hire Dental Research Scientists?

Hiring Dental Research Scientists can be challenging due to the specialized nature of the role.

It requires candidates with a unique blend of skills and qualifications, including an advanced degree and a strong background in dentistry and scientific research.

To attract qualified candidates, offering competitive salaries, research funding, and opportunities for professional development can be beneficial.

There you have it.

Today, we’ve unraveled the intricacies of being a dental research scientist .

It’s not only about examining teeth and gums.

It’s about advancing oral health, one research study at a time.

With our detailed dental research scientist job description template and real-world examples, you’re ready to make a career move.

But why stop at just that?

Go beyond the surface with our job description generator . It’s your stepping stone to creating precise job listings or refining your CV to perfection.

Every research study contributes to the bigger picture.

Let’s create a healthier future. Together.

How to Become a Dental Research Scientist (Complete Guide)

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The picture of undergraduate dental basic research education: a scoping review

Hospital of Stomatology, Guanghua School of Stomatology, Guangdong Provincial Key Laboratory of Stomatology, Sun Yat-sen University, 56 Lingyuan Road West, Guangzhou, 510055 Guangdong China

Zhuohong Gong

Xuejing gan, shijie chen, zhengmei lin, associated data.

Data sharing is not applicable to this article as no datasets were generated or analysed during the current study.

Undergraduate dental basic research education (UDBRE) is broadly regarded as an important approach for cultivating scientific research talent. This scoping review aims to summarize the current status of UDBRE in terms of educational goals, teaching program and content, assessment system, training outcomes, barriers, and reflections.

The authors performed a systematic literature search in PubMed, Web of Science, and Education Resources Information Center (ERIC) to identify peer-reviewed articles written in English from their inception to January 29, 2021. Articles were reviewed and screened according to the inclusion and exclusion criteria. Related data from the included publications were then collected and summarized.

The authors searched 646 publications and selected 16 articles to include in the study. The education goals included cultivating five major dental basic research capabilities ( n =10, 62.5%) and developing interest in basic research ( n =2, 12.5%). As for the teaching program, the mentor-guided student research project was the most popular ( n =11, 68.8%), followed by didactic courses ( n =5, 31.3%), experimental skills training ( n =1, 6.3%), and the combination of the above forms ( n =3, 18.8%). However, the assessment system and training outcome diverged. Existing evidence showed that UDBRE reached satisfying education outcomes. Barriers included excessive curriculum burden ( n =2, 12.5%), tutor shortage ( n =3, 18.8%), lack of financial support ( n =5, 31.3%), and inadequate research skills and knowledge ( n =5, 31.3%).

Conclusions

Although efforts were made, the variation between studies revealed the immature status of UDBRE. A practical UDBRE education system paradigm was put forward. Meanwhile, more research is required to optimize a robust UDBRE system with clear education goals, well-designed teaching forms, and convincing assessment systems.

According to the director of the US Office of Scientific Development and Research, “basic research” means advancing scientific knowledge and understanding of a topic or certain natural phenomenon, primarily in natural science [ 1 ]. Basic research is theoretical and focuses on general principles and testing theories and the importance of basic research in dentistry development is beyond question. Breakthroughs in dental basic research have profoundly advanced the diagnosis and treatment of dentistry by generating new ideas, principles, and theories and advancing fundamental knowledge of dentistry [ 1 , 2 ]. For example, the formulation of the three primary factors theory (bacteria-diet-host) established the theoretical basis of prevention strategies such as plaque control and pit and fissure sealing [ 3 ]. The establishment of mechanobiology-based bone remodelling theories underpins the biologic basis of contemporary orthodontic therapy [ 4 ]. In short, dental basic research contributes substantially to the advancement of dentistry.

However, the current dental scientist talent pool is facing a shortage, and the competitiveness of dental talent is decreasing [ 5 , 6 ]. The 2020 American Dental Education Association (ADEA) survey of dental school seniors showed that 85% of dental graduates chose private practice, rather than pursuing research careers [ 7 ]. Moreover, from 1999 to 2012, trends in the numbers of grant applications and awards to dentist-scientists point to an overall decline. The average age of first-time funded dentists was 52.7 years for females and 54.6 years for males [ 8 ]. Most dental practitioners are equipped with clinical skills, yet have relatively poor research abilities.

This trend leads to the reflection on the effectiveness of current dental education in cultivating dental research talent. As early as 1926, the Gies Report recommended that dental education should encourage and provide dental students with research opportunities within the optional dental curriculum [ 9 ]. “Undergraduate Dental Basic Research Education (UDBRE)”, concerning the topic of “basic research”, serves as an integral part and complement of undergraduate dental education [ 10 , 11 ]. It includes not only laboratory-related training (RCR, western blot, etc.) but also the primary introduction of commonalities of research, including knowing what is a problem, how to raise a scientific problem, etc. [ 12 ]. UDBRE enhances the access, acceptance, and applicability of basic science for dental undergraduates [ 13 ] in various forms, including but not limited to didactic lectures [ 13 – 17 ], laboratory-based experimental courses [ 16 ], student research programs [ 13 , 15 , 18 – 23 ], etc.

UDBRE is broadly regarded as an important approach in training innovative dental researchers [ 23 ]. For individuals, UDBRE equips undergraduates with overall “basic research” capacities [ 10 , 14 , 15 , 17 , 22 , 23 ], serving as fundamental tools to solve basic science problems and further achieve academic breakthroughs. In addition, UDBRE stimulates active learning and critical thinking [ 10 ] and sparks scientific interest [ 15 , 23 ], leading dental students to reflect and discover basic science problem in daily clinical practice, and therefore, contribute to dentistry advancement. Over time, trained students, equipped with both clinical skills and adept “basic research” capacities, boost the scientist-dentist talent reserves and show a higher willingness to stay in school to continue an academic career as well as to teaching, which leads to the expansion of college staff and therefore relieves the current status of brain drain [ 13 ]. Supported by the government in policy and finance [ 24 ], UDBRE has become a new hot spot in dental education.

Dental clinical education has formed a mature training system, starting with didactic courses, then probation, internship, general training, and finally professional training to achieve educational goals at different stages [ 25 , 26 ]. In contrast, UDBRE is still at a primary and immature stage. Most dental schools have not started student research programs or provide inadequate research programs due to various limitations [ 15 ]. The existing UDBRE education goals are vague, which may misdirect the proper setting of specific curricula. Thus, the current curriculum formats are diverse, and an optimized UDBREE system according to students’ step-by-step learning process has not yet been formed [ 10 , 11 , 13 – 23 , 27 ]. Furthermore, the assessment methods vary. It is not yet clear which indicators can truly reflect the genuine effects of UDBRE, and the lack of an established optimized assessment system has also caused difficulties in curriculum design [ 13 , 18 , 19 , 23 ]. It is unclear how the UDBRE is performed in different regions, including the content, teaching format and assessment methods. The training outcomes and the challenges in the implementation are also confusing. In addition, the immature development stage of UDBRE and the small number of related studies call for larger scale collection of information.

For these reasons, a scoping review was performed to systematically collecting information in the area, and identifying any existing gaps in knowledge to conclude the current picture of the UDBRE programs in terms of goals, content and teaching format, assessment, outcomes, barriers, and challenges. It is essential to establish an advanced education model of UDBRE and analyse it from a scientific perspective.

Materials and methods

This scoping review was performed in accordance with the PRISMA Guidelines [ 28 ]. Three trained researchers conducted a systematic search in PubMed, Web of Science, and Education Resources Information Center (ERIC) databases. “Dental education”, “Undergraduate”, “Basic research”, and their synonyms were used as keywords (Table  1 ).

The search strategy and keywords used with each database

Eligibility criteria

The inclusion criteria were as follows: (1) all studies related to “Dental education”, “Undergraduate” and “Basic research” no matter curriculum forms, (2) English-language articles, and (3) articles published from their inception to January 29, 2021.

The exclusion criteria were as follows: (1) studies not focusing on one of “dental education”, “undergraduate” or “basic research”, (2) studies related to “dental hygiene” or “dental technology” were also excluded because these subjects were different from “dentistry” in curriculum, and (3) non-English written articles.

Selection of sources of evidence

Three reviewers searched PubMed, Web of Science, and Education Resources Information Center (ERIC) databases, removed duplicate documents, and screened the articles independently according to the titles and abstracts. Then, each of the three reviewers screened the full texts of two-thirds of the retained articles, which means that each article was reviewed twice. Throughout the whole process, reviewers held meetings to address discrepancies and reach an agreement on the final included articles. The process of screening literature is summarized in a flow diagram (Fig.  1 ).

PRISMA flow diagram. PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analyses) flow diagram shows the detailed process of information retrieval and literature screening

Data charting process and synthesis of results

The authors extracted information from the included articles, includes basic information, education goals, teaching programs, assessment methods and indicators, educational outcomes, barriers, and main conclusions.

Results and discussion

In total, 646 articles were obtained initially and 16 articles were included according to the inclusion and exclusion criteria (Fig. ​ (Fig.1). 1 ). The included articles have been gradually published since 2008. The duration of the education project in each article varied, and lasted for a maximum of 25 years. The basic information of the included articles is listed in Table  2 .

Summary of basic information, characteristics and main conclusions of included literatures

Abbreviations for reported type: EGC Education goals consensus, DP Description program, AS Assessment system, SO Study outcomes, IB Implementation barriers

Abbreviations for education goals: BRPD Basic research question discovery ability, LR Literature retrieval ability, RD Research design capability, ET Experimental techniques, SRW Scientific report writing ability, PSI Promoting scientific interest

Abbreviations for curriculum forms: CC Compulsory curriculum, EC Elective curriculum, ECA Extra-curriculum activity

Abbreviations for teaching program: TC Theoretical courses, EST Experimental skills training, MgSRP Mentor-guided student research projects

Abbreviations for barriers: ECB Excessive curriculum burden, TS Tutors’ shortage, IG Insufficient guidance, LFS Lack of financial support, ISK Inadequate basic research skills, and background knowledge

Specific targets of UDBRE have been put forward around the ultimate goal: “cultivating dental research talent with basic research capabilities and strong scientific interest” [ 10 , 11 , 16 , 17 , 19 – 23 , 27 ] (Table ​ (Table2). 2 ). According to the process of scientific research, the proposed target competencies are subdivided into five aspects: (1) Basic research question discovery ability. Students should put forward innovative scientific questions from the difficulties of dental clinical practice [ 19 , 21 , 23 ]. Creativity is also an important dimension [ 19 ]. (2) Literature retrieval ability. Undergraduates shall be capable of conducting literature retrieval, reviewing the progress of the research question, critical thinking on previous research, and proposing a hypothesis [ 17 , 19 , 21 ]. (3) Research design capability. This goal expects students to retrieve literature, think critically, apply theoretical knowledge [ 11 ], formulate clear aims [ 19 ], design protocols [ 23 ], integrate creative ideas, consider ethical principles [ 19 ], and conduct preliminary experiments [ 23 ]. Many student research programs also aim to cultivate the ability to obtain financial support (research funds, scholarships, etc.) by writing applications or oral presentations on their research projects [ 11 , 23 ]. (4) Experimental techniques. The student should master basic laboratory techniques, obtain valid data and analyse experimental data [ 16 , 23 ]. (5) Scientific report writing ability. It comprises data analysis [ 23 ], graph plotting, critical thinking, and scientific report writing (thesis, article, etc.) [ 11 , 19 – 22 , 27 ]. Academic communication is a further goal. After the complete training of UDBRE, students are expected to deepen their understanding of scientific knowledge and develop professional theory and practice [ 19 ], as well as to establish their competencies in problem-solving and teamwork [ 10 ]. In addition to cultivating capabilities, promoting scientific interest is also an important goal of UDBRE, which is ignored by many guidelines [ 23 , 27 ].

Specific goals of UDBRE programs are proposed but divergence exists within studies. The cultivation of the above five major abilities and the promotion of scientific interest serve as ideal objectives of UDBRE. Clarifying the education target helps dental schools design specific education methods to fulfil the goals.

Content and teaching format

The reported content and teaching format of UDBRE are diverse but have something in common. The authors identified four major forms (Table ​ (Table2): 2 ): (1) theoretical courses or lectures [ 14 – 18 ]; (2) experimental skills training [ 16 , 23 ]; (3) mentor-guided student research projects [ 10 , 11 , 13 , 15 , 18 – 23 , 27 ]; and (4) combination of above forms [ 15 , 16 , 18 ].

Dental basic research theoretical courses

A Brazilian dentistry school reported adding theoretical lessons before the experimental course. Compared with those who attended a single laboratory class, participants had more discussion and showed a deeper understanding of important science topics in the final reports [ 16 ]. Similar lessons have been reported [ 14 , 15 , 17 , 18 ]. The dental basic research theoretical courses before the experimental lessons are helpful to contextualize basic research in dental courses, learn scientific knowledge and establish scientific thinking.

The teaching content of each study had different focuses, covering scientific research methods [ 14 , 18 ], literature retrieval [ 17 ], laboratory safety [ 16 ], training of basic research thinking [ 14 ], data analysis, and paper writing [ 17 ]. Regrettably, no document recorded the textbooks or reference materials used. The specific teaching methods also had their own merits. Some were traditional didactic curricula [ 18 ], and others adopted novel methods, such as project-based learning [ 16 ] and problem-based learning [ 10 ].

Although it is important in systematic research knowledge enlightenment, theoretical courses in UDBRE have been reported in relatively few studies [ 14 – 18 ] (Table ​ (Table2, 2 , n  = 5). The teaching content and method of didactic courses were unclear and more efforts are needed to improve feasibility. The basic research process, academic norms, and primary skills of dental basic research should also be included in the teaching content.

Experimental skills training in UDBRE

Experimental skills training (Table ​ (Table2, 2 , n  = 6) is usually integrated into UDBRE, together with other programs [ 11 , 13 , 16 , 18 , 20 , 23 ], rather than an isolated educational program. The most common situation is that undergraduates learn the experiment involved in their projects under mentorship [ 23 ]. Another situation is to combine experimental and theoretical courses [ 16 ]. Although the current method is feasible, students may lack systematic training, and acquire experimental skills occasionally and irregularly. Such scattered and nonstandard learning should be transformed into a systematic and well-designed course.

Mentor-guided student research project

The mentor-guided student research project is the most common among the included articles [ 10 , 11 , 13 , 15 , 18 – 23 , 27 ] (Table ​ (Table2, 2 , n  = 11), in which dental students experience the research process under mentorship. It usually begins with dental scientific questions put forward by undergraduates, and then they design their own scientific research projects after preparation (literature research, protocol design, etc.). Subsequently, they apply for research funds, scholarships, or student research projects. If accepted, students need to complete experiments in the laboratory, analyse data, express critical reflections, write an article or a report and finally complete the student research project under the guidance of the tutors [ 11 , 13 , 15 , 18 , 19 , 22 , 23 ].

Most research topics focus on dentistry. For topics in the field of medicine, human sciences, or other professionals, students needed to discuss the contribution of their research findings to dental practice [ 19 , 23 ], which may promote interdisciplinary research. In terms of specific disciplines, in clinical departments, orthodontics, oral surgery, periodontology, and restorative dentistry have been the most popular fields. While the most attractive basic science departments have been microbiology, biochemistry, and pathology [ 11 ].

Although interdisciplinary mentorship is practicable, the research topic should be within the field of dentistry due to its unique characteristics. However, many schools failed to popularize student research projects due to insufficient dental supervisors. In this situation, interdisciplinary research is acceptable because scientific research has commonalities.

As the results disclose, UDBRE has not yet been popularized worldwide but dental schools have become aware of the significance of UDBRE. Some schools have begun to make some efforts and have achieved preliminary results. Various forms of UDBRE have been established, such as theoretical courses, experimental skills training, and mentor-guided student research projects.

Compared with the mature clinical training model, dental basic research education has not been organized. There have not been many integrated projects of the above forms [ 15 , 16 , 18 ]. Most of them are short-term projects of up to two years [ 18 , 23 ]. Long-term training projects have not yet appeared. Given all this, the next goal of UDBRE is to form a scientific and gradual education system.

There are differences between education forms. Which are better methods also remains unknown. How to organically integrate different education forms to maximize the effectiveness of education requires further study. Moreover, the different emphasis on teaching methods may be attributed to differences in cultures, policies, and school conditions [ 19 ].

Assessment methods

The assessment methods are related to the education forms (Table ​ (Table2). 2 ). For theoretical courses, educators employed the following: (1) test on concepts [ 16 , 17 ] – a Brazilian dental school set an exam about basic concepts of dental biomaterial at the end of classes [ 16 ]; (2) article presentation [ 16 ] – students need to search articles on the assigned topic and present the articles as well as their perception of search methodologies, result translation, and critical reading skills in a seminar [ 16 ]; and (3) questionnaire [ 14 – 18 ]. The assessment methods of experimental skills training comprised the following: (1) exam [ 16 ]; (2) experimental report [ 16 ]; and (3) questionnaire [ 16 ]. Most research projects arranged the assessment at the end of the project, including: (1) submission of a thesis [ 13 , 19 , 22 ], which is the most popular and basic form of assessment. Details of the project report were well specified in several Swedish dental schools, such as page numbers, structure, layout, references, etc. [ 19 ]; (2) oral presentations or meetings [ 11 , 13 , 18 ] – the verbal presentation at the University of Manitoba was styled after an MSc thesis defence, where students summarized their findings and several professors provided oral feedback [ 13 ]. The Student Research Club (SRC) of Istanbul University held annual meetings where students gave 10- to 15-min speeches on their research. Additionally, a booklet containing all the project abstracts was distributed to participants, which promoted academic exchanges [ 11 ]; (3) competitions [ 18 , 27 ] – in South Africa [ 18 ], undergraduates were awarded in Colgate Undergraduate Competition based on the project quality and their insights shown in the questioning part; (4) questionnaire [ 11 , 15 , 18 , 21 – 23 ]; and (5) combination of the above methods [ 13 , 18 , 22 , 23 ].

Nevertheless, considering the assessment time point, the majority of studies chose summative assessments [ 11 , 13 – 15 , 17 , 19 – 23 , 27 , 29 ], while the others chose formative assessments [ 16 , 18 ]. Among all the included studies, only one study mentioned midterm assessment [ 23 ]. Most projects mainly relied on mentors’ supervision during implementation, which may account for the abortion of some student research projects. Moreover, ambiguous assessment indicators of midterm supervision may not truly reflect the training outcome or the achievement of educational goals.

Assessment indicators

Targeting the educational goals, specific indicators were adopted according to assessment methods and the feasibility of indicator collection (Table ​ (Table2): 2 ): (1) The problem discovery ability can be assessed by self-assessment [ 11 , 14 , 22 , 23 ] or evaluated along with other research abilities. For example, the number of funded projects can reflect both the ability of problem discovery and project design [ 11 , 23 ]. (2) The literature retrieval ability can be evaluated through self-assessment [ 11 , 17 , 21 ]. (3) The research design capability can be depicted by the number of applied research funds [ 11 , 23 ] and self-assessment [ 11 ]. (4) The ability of experimental operation can be assessed through experiment course scores [ 16 , 23 ], experimental reports [ 16 ], and self-assessment [ 11 , 14 , 23 ]. (5) The scientific report writing ability can be evaluated by indicators, such as the number of published papers [ 23 ], research competition awards [ 27 ], and self-assessment [ 11 , 14 ]. (6) Students’ interest in scientific research can be estimated through (a) instant feedback, such as the number of participants [ 13 ] and attendance rate [ 23 ]. (b) long-term influence, including future career choices and talent retention [ 11 , 13 , 18 , 23 , 29 ].

The assessment system varies across studies. Regretfully, imperfection of the current assessment is observed as they are incomprehensive and immethodical. The lack of assessment of overall education goals is manifested as the ignorance of one or several aspects of education goals. In addition, the neglect of mid-term assessment is common in the included studies. This leads to difficulties in evaluating the overall performance and comparing the effectiveness between studies and programs. Hence, a systemic and comprehensive assessment system based on education goals should be established to monitor the outcome of UDBRE for timely adjustment and long-term tracking.

Existing reports uncover the education achievements of UDBRE, including target research ability development and scientific interest promotion (Table  3 ).

Summary of dental basic research education outcomes of included literatures

Abbreviations : GPA Grade point average, VAS Visual analogue scale

a VAS score shows the degree of satisfaction. It ranges from 0 to 100

Development of target research abilities

(1) The problem discovery ability: Nigerian educators discovered that 45.2% of undergraduates chose the research topic by themselves [ 22 ]. (2) The literature retrieval ability: SRC participants strongly agreed that the program developed their experience of searching archives [ 11 ]. Likewise, Nieminen reported that almost 80% of undergraduates perceived to have good or passable literature retrieval skills after compulsory information retrieval lessons [ 17 ]. (3) The research design capability: Yu’s study revealed that the number of funded research projects has increased in the past 11 years, from 1 ~ 2 projects per year (2007–2011) to 7 projects per year (2017) [ 23 ]. Similarly, Guven’s study showed growing trend of funds and the participants agreed that they developed better research planning and independent inquiry skills during the research [ 11 ]. (4) The ability of experimental operation: A Brazilian study showed that compared with students who only participated in theoretical courses, the average course scores of PBL participants were slightly higher (7.8 ± 1.2 and 7.2 ± 1.6, respectively). Significantly more content of methodology and scientific literature support was detected in the experimental report of PBL participants [ 16 ]. In Yu’s and Guven’s study, the students believed that UDBRE helped to obtain experimental techniques [ 11 , 23 ]. (5) The scientific report writing ability: A study showed that UDBRE participants published significantly more articles (1.62 ± 1.41) than nonparticipants (1.31 ± 0.75) during the postgraduate period [ 23 ]. UDBRE participants from the University of Manitoba won first place in a scientific competition (Canadian Association for Dental Research) for their outstanding scientific work [ 27 ]. Analogously, SRC participants agreed that the program strengthened their analytical skills as well as their ability to present research results and therefore formed a better basis for postgraduate studies [ 11 ]. However, only 46.7% of surveyed Pakistani medical and dental undergraduates claimed to know how to write articles. Few students (17.7%) acquired knowledge of the procedure of publication of articles, indicating that these studies scarcely emphasized the cultivation of thesis writing [ 14 ].

Students’ interest in scientific research

UDBRE has both short-term and long-lasting effects on students’ interest in scientific research (Table ​ (Table3). 3 ). (1) Instant feedback: UDBRE participants increased from one (1980) to 11 (2005) [ 13 ] in Scott’s study. Yu’s study found that the attendance rate of UDBRE increased from 36.84 to 90% and that students showed high satisfaction (VAS score = 72.36 ± 20.37) [ 23 ]. A South African study found that 92% of students realized the importance of basic research and 34% were willing to participate in research activities again [ 18 ]. The satisfaction rate of different Swedish dental schools varied from 26 to 50% [ 19 ]. Three studies reported that students with research experience possessed a mediocre attitude towards research and 75% did not gain confidence in research [ 21 , 22 , 29 ]. (2) Long-term influence: SRC members showed great willingness to pursue a Ph.D. degree. Furthermore,74 SRC members continued studying at Istanbul University from 2005 to 2009 and 31% of present teaching assistants were former SRC members [ 11 ]. Similarly, at the University of Manitoba, 31.5% of UDBRE graduates continued pursuing higher academic degrees and 17% of them obtained postgraduate programs [ 13 ]. However, Grossman found that in three out of four surveyed schools, over half of the students were unwilling to do research in the future [ 18 ].

Existing evidence (Table ​ (Table3) 3 ) shows that the UDBRE has reached certain education outcomes. UDBRE participants yielded satisfying advancements in targeted scientific research abilities. Undergraduates expressed a high degree of satisfaction with UDBRE and interest in scientific research and demonstrated more willingness to continue their postgraduate studies and academic careers. Few students conveyed negative attitudes [ 15 , 18 ], who may encounter difficulties (conflict with clinical learning, failure in the experiment, lack of guidance, etc.). This arouses educators’ concern about barriers to UDBRE and reminds educators to offer guidance and assistance to improve the UDBRE program timely.

For current UDBRE deficiency, apart from subjective design reasons, objective obstacles cannot be neglected (Table ​ (Table2), 2 ), including excessive curriculum burden [ 10 , 14 , 29 ], shortage of academic faculty, and mentorship [ 6 , 15 , 18 , 23 , 29 ], insufficient financial support [ 10 , 14 , 18 , 21 , 23 ], and deficiency in research methodology and background knowledge [ 15 , 17 , 21 , 23 , 29 ]. Reflections and possible solutions are provided in some publications [ 10 , 14 , 15 , 18 , 23 ].

Excessive curriculum burden?

UDBRE may aggravate the heavy burden of dental clinical courses. In Pakistan, 91.9% of medical and dental undergraduates complained about the heavy curriculum load [ 14 ]. Twenty-two percent of students in South Africa [ 18 ] and 12% in China [ 23 ] admitted the conflict of study time and research time. Some studies observed a lack of interest and initiative towards scientific research due to the heavy load of time-and-energy-consuming dental clinical curricula [ 10 , 29 ]. A survey demonstrated that only 34% of interviewees were sure to attend research even if it was voluntary [ 18 ].

In fact, follow-up studies on grade point average (GPA) [ 11 , 13 , 23 ] and scholarship [ 13 , 23 ] showed that UDBRE had no negative impact, but rather a positive effect on the dental clinical study (Table ​ (Table3). 3 ). In Canada, UDBRE participants showed similar baseline GPAs as nonparticipants, while they gained significantly higher total GPAs upon graduation (3.42 ± 0.41 and 3.14 ± 0.44, respectively) [ 13 ]. Similar GPA comparison outcomes were observed by Guven (3.05 ± 0.44 and 2.55 ± 0.42, respectively, P  < .001) [ 11 ] and Yu (3.41 ± 0.02 and 3.21 ± 0.04, respectively, P  < .001) [ 23 ]. Moreover, 20% of outstanding graduates at Manitoba University have participated in UDBRE [ 13 ]. Likewise, Yu observed that UDBRE participants won significantly more Honor Rolls awards per student (0.53 ± 0.07) than nonparticipants (0.30 ± 0.06) [ 23 ].

These results indicate that students are capable of coping with such pressure, rather than it adversely affecting their study (Table ​ (Table3). 3 ). Therefore, educators should offer psychological guidance to release pressure, and optimize curriculum design to control time occupation. This provides an opportunity for universities to integrate the UDBRE into the undergraduate curriculum, sort out and optimize all existing undergraduate courses, integrate repeated lessons, and condense into a more reasonable undergraduate curriculum system. Flexibly setting primary and intermediate educational goals, adopting adjustable teaching methods by integrating core curriculum and extra curriculum, and the early exposure to UDBRE serve as alternatives to avoid time conflict.

Tutors shortage and insufficient guidance?

The lack of academic faculty is mostly mentioned in the UDBRE literature [ 6 , 18 , 29 ]. From 2004 to 2005, there were 250 unfilled faculty positions in dental schools in the USA [ 30 ]. The same applies to South Africa [ 18 ] and the United Kingdom [ 6 ].

Moreover, quite a few studies reflect the insufficient guidance of faculty [ 15 , 18 , 23 ]. Grossman [ 18 ] found that nearly one fifth of students felt inadequate supervisory assistance. These educational skills were lacking at the beginning of most junior assistant professors’ careers [ 23 ]. This could be a serious problem. Supervisors lacking mentorship had a negative impact on students’ research experience [ 31 ].

Several measures solve the shortage, including: (1) to increase the salary of research faculty; (2) to expand the faculty troop by recruiting young doctors, postdoctoral fellows, and even academic tutors from other disciplines; (3) to integrate student projects into teachers’ research fields, which promotes more detailed and professional guidance from tutors and releases tutors’ understaffed situations with undergraduates’ assistance; and (4) to provide mentor training courses to junior tutors.

Lack of financial support?

Both students and faculty acknowledged that funds and financial support were essential for student research projects [ 23 ]. However, 86.9% and 92.6% of medical and dental students, respectively, faced fund shortages in Pakistan [ 14 ]. The government, universities, and dental schools are indispensable in providing financial support and an academic environment to enable the sustainable operation of the UDBRE [ 23 ].

Inadequate basic research skills and background knowledge?

A shortage of basic research skills and background knowledge led to difficulty in the initiation and a decrease in initiative [ 15 , 29 ]. Undergraduates, especially freshmen, spend more time absorbing background knowledge and methodology of scientific research [ 15 ]. Even fourth-year dental students exhibited insufficient research knowledge and unsatisfactory information retrieval ability [ 17 ].

Moreover, most students are only familiar with the background knowledge of a certain topic notwithstanding multidisciplinary research is a new trend in basic research. Yu recorded an increasing proportion of multidisciplinary projects from 0 (2007) to a maximum of 55.56% (2015). In addition, both dental faculty and students were aware that cross-departmental training was essential to completing the research project, with 8.22% of interviewees calling on facilitating multidisciplinary cooperation [ 23 ].

Thus, undergraduates should attend theoretical and experimental courses to hone basic research skills before undertaking a research project. Nevertheless, teaching comes with difficulties while the integration of basic research experimental training into the curriculum system may serve as a solution. For example, microbial-related experiment training can be integrated into dental microbiology courses. Supplementary education can also be used to provide further study opportunities.

In response to the lack of background knowledge and the trend of multidisciplinary research, the authors proposed a new UDBRE component--rotation in different research departments, where students can practice basic research skills and gain background knowledge of different research fields.

There are still various difficulties in the implementation of UDBRE, as well as corresponding solutions (Table ​ (Table2). 2 ). It is necessary to optimize the UDBRE system, so that students can smoothly start research projects rather than encountering difficulties and losing interest. Measures are also needed to enhance teachers’ responsibility and interest.

Implications for undergraduate dental basic research education

Although UDBRE has not yet been popularized worldwide, the establishment of UDBRE has been explored by some countries, and UDBRE programs have recently increased. Through systematically reviewing these useful explorations and experiences, some enlightening implications were obtained.

Implications for dental education goals . There is an urgent need for compound talent with both clinical skills and basic research capacity. Even for clinical dentists, critical thinking and evidence-based medical thinking are also beneficial. The education of common research essence in UDBRE, such as research question discovery, literature retrieval, research design, and report writing, can favour dentists in their future clinical careers. Equipping students with primary but overall scientific research abilities so that students can develop critical thinking and form evidence-based minds is of great educational significance. Specific goals of UDBRE programs are proposed, but divergence exists within studies (Table ​ (Table2). 2 ). These specific goals can be summarized as “cultivating dental research talent with basic research capabilities and strong scientific interests”. Therefore, promoting scientific interest and cultivating five major research abilities, including basic research question discovery, literature retrieval, research design, experimental operation, and scientific report writing may serve as ideal objectives of UDBRE. Clarifying the education target may help dental schools design specific education methods to fulfil the goals. Setting primary and intermediate goals can help reduce students’ workload and increase the feasibility of UDBRE.

Implications for the dental course system . As a more skill-based course, there may be some concerns about dental basic research education in increasing the course burden and clinical study outcome. From the review outcomes and experience in carrying this course, it seems that UDBRE had no negative impact, but rather a positive effect on dental clinical study; students tend to have higher clinical-related course GPAs. This further confirms the necessity and feasibility of vertically integrating this system. Dental basic research education is systematic work, and the UDBRE system can be early, continuous, and long-term and be carried out simultaneously with clinical education in a vertically integrated way [ 32 ]. Mimicking the mature dental clinical training system, this study attempts to arrange and classify the training contents of UDBRE into three stages (Figs.  2 and ​ and3): 3 ): (1) Didactic course and experimental training period. In the first stage, students are expected to acquire the necessary basic research theory and skills, which may overcome the barrier of inadequate basic research skills and help students start the research practice (Fig.  3 ). Tables  4 and ​ and5 5 lists examples of optimized and integrated curriculum settings. (2) Probationary period. Students with cumulative dental research knowledge and skills are introduced to different research departments as clinical rotations. The early direct exposure to different dental basic research departments enables reinforcement of impressions on how dental basic research is conducted and deepening of the knowledge of different disciplines. (3) Internship period. During this period, students shift from being passive audiences to active participants by undergoing a mentor-guided research project in a similar manner as the clinical internship. At the end of this preparatory stage, students are encouraged to finish an undergraduate research thesis. It should be noted that this teaching system is only one example (which has been carried out in our school), and different dental schools can adjust to the proper UDBRE system for them.

The three-stage UDBRE system mimicking the dental clinical training system. Since the education model of UDBRE is still under exploration and the dental clinical training system is relatively mature, we have attempted to arrange and classify the training contents of UDBRE into three stages mimicking the current clinical training system, including didactic course, probation, and internship

Detailed information of an example of UDBRE system which consisted of three stages. The prospective education goals, course forms, and assessment system of the undergraduate dental basic research education (UDBRE) program are listed in detail along the timeline

An example of didactic courses at the first stage of the UDBRE system. According to the cultivation of the five research abilities in the education goals, the contents generally include five sessions: (1) formulating a good research question; (2) answering the research question; (3) seeking funds; (4) presenting findings; (5) other issues during the scientific inquiry

An example of experimental training at the first stage of the UDBRE system

Implications for the assessment system . Concerning the common neglect of mid-term assessment and focus on certain research abilities, we propose that assessments should be targeted at overall educational goals and should be conducted not only at the end of each stage but throughout the whole period so as to adjust and formulate individualized training plans according to feedback. We have attempted to arrange and classify the assessment system of UDBRE, which can be found in Fig. ​ Fig.3 3 .

Future prospects

These implications enlighten a scientific, gradual, and long-term UDBRE system (Fig. ​ (Fig.3). 3 ). Undergraduates can be exposed early to dental basic science to maximize research experience and the opportunity to conduct publishable research. In support of further advancement, it is encouraged that universities report comprehensively in a structured way on their UDBRE programs to allow comparison and reproduction. With the development of the UDBRE system, it is of interest in the future to set up a new degree program that focuses on dental basic research for students with dental clinical medical backgrounds.

Acknowledgments

The authors wish to acknowledge Meirui Ma and Jiayu Li, who assisted in literature retrieval, and Lin Li and Yun Hong, who provided suggestions for this article.

Abbreviations

Authors’ contributions.

The manuscript was written through the contributions of all authors. Z.C. and Z.L. convinced the ideas and supervised this work. J.X. convinced the ideas. L.L. and Y.H. collected and analyzed the data. C.Y., X.G., and S.C. analyzed the data. H.L. and Z.G. drafted the articles. All authors read and approved the final manuscript.

Authors’ information

Haiwen Liu and Chen Ye are dental master candidates. Zhuohong Gong, Xuejing Gan, and Shijie Chen are dental undergraduate students. Lin Li is the lecturer and vice head of Student Administration. Yun Hong and Junqing Xu are associate professors and heads of Student Administration. Zhengmei Lin is Professor, and vice dean in charge of student education. Zetao Chen is Professor; ORCID: https://orcid.org/0000-0001-8344-2602 .

This work was supported by the High Education Research Project for Young College Teachers of Guangdong Province (19GYB029), Guangdong Financial Fund for High-Caliber Hospital Construction (174–2018-XMZC-0001-03-0125/C-01), High Education Teaching Research and Reform Project of Guangdong Province, the Education Innovation Program for Postgraduates of Sun Yat-Sen University and Undergraduate Education Quality Program of Sun Yat-Sen University.

Availability of data and materials

Declarations.

Reported as not applicable.

Not applicable.

The authors declare that they have no competing interests.

Publisher’s Note

Springer Nature remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.

Haiwen Liu and Zhuohong Gong contributed equally to this article and meet authorship conditions.

Contributor Information

Zhengmei Lin, Email: nc.ude.usys.liam@mhznil .

Zetao Chen, Email: nc.ude.usys.liam@3teznehc .

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Mastering the Top Dentistry Interview Questions to Land Your Dream Job

Interviewing for a dentistry position can be an intense and nerve-wracking experience. With competition fierce for coveted residency spots and associate positions, it’s crucial to enter each interview ready to showcase your skills, experience, and passion for the field.

Preparation is key By anticipating the types of dentistry interview questions you’re likely to face, you can craft thoughtful responses that highlight your strengths as a candidate. In this comprehensive guide, we’ll explore some of the most common dentistry interview questions, along with tips and sample answers to help you ace the interview and launch your dental career

Common Starting Questions

Interviews typically kick off with a few broad questions aimed at learning more about your background. Be prepared to discuss:

What do you think qualifies you for this position? Focus on highlights from your education previous clinical experience and specialized skills or training. Emphasize strengths like your patient-centered approach, commitment to evidence-based practice, and passion for lifelong learning.

Can you describe your educational background? Concisely walk through your academic credentials, starting with dental school and including any residencies, fellowships, or specialty training Mention academic achievements like honors and scholarships that exhibit your excellence.

Where did you attend dental school? Briefly describe the school and program. Share any particular experiences or training that influenced your path and prepared you for a career in dentistry.

What did you like best about your previous position? Share aspects that energized you professionally, whether it was mentoring students, managing your own patient roster, integrating new technologies, or the collaborative clinic culture. Tie it back to what excites you about dentistry.

Questions About Your Interest in Dentistry

Interviewers want to understand your passion. Reflect thoughtfully on what drives your commitment to the field.

Why did you choose to pursue dentistry? Showcase your enthusiasm for patient care, the precision and artistry of procedures, and the diversity of the career paths within dentistry. Share any experiences that sparked your initial interest.

How has your interest in dentistry evolved over your training? Demonstrate maturity by reflecting on how your motivations have developed. Perhaps early exposure to specialties expanded your vision or clinical experience deepened your patient-centric perspective.

What interests you most about our residency/practice? Research the program or clinic to highlight specific aspects that align with your goals like opportunities to gain expertise with new technologies, training in pediatric dentistry, or a strong emphasis on community outreach.

Where do you see yourself in 5 years professionally? Articulate your short-term goals and how they build towards your long-term vision for your career. Tailor your response based on the position and how their program or practice could be a stepping stone to your aspirations.

Scenario-Based Clinical Questions

Real-life clinical examples enable you to showcase your thinking process and competencies:

How would you handle a pediatric patient who is fearful and unwilling to receive anesthesia? Demonstrate empathy, creativity in adapting techniques, and gentle persistence. Highlight specialized training in pediatric dentistry or calming anxious patients.

Please walk me through how you would diagnose and treat a patient presenting with acute dental pain. Showcase your systematic approach, technical knowledge, and use of testing and imaging to reach an accurate diagnosis before describing treatment options.

If a crown placement resulted in a patient’s bite being uneven, how would you correct it? Discuss listening to the patient’s symptoms, examining the occlusion, and deciding whether a simple adjustment could rectify it or if a crown replacement is necessary.

A patient insisted on using an herbal remedy for periapocal periodontitis instead of antibiotics. How would you respond? Validate their concerns and explain why proven treatments are recommended, leveraging your expertise. If they refuse, respect their wishes but document their choice.

Questions About Work Style and Environment

These questions assess your professionalism, self-awareness, and team dynamics:

How do you prioritize tasks when you have multiple deadlines? Convey your organized approach and ability to stay cool under pressure. Give an example of smoothly handling competing urgent projects.

What qualities do you believe are most important in a dentist? Emphasize commitment to patient education and comfort, manual dexterity, problem-solving skills, and passion for continuous learning. Share how you embody these qualities.

How do you prefer to be supervised? What is your ideal level of autonomy? Demonstrate self-awareness by articulating your working style and boundaries while still embracing collaboration and mentorship.

Tell me about a time you had a disagreement with a colleague. How did you handle it? Focus on productive conflict resolution through respectful communication and compromise, avoiding unnecessary confrontation.

Questions About Your Goals and Growth

Here is where you can highlight your ambition and mindset as a lifelong learner:

What are your goals in the next 5 years? How will this position help you attain them? Show how this opportunity aligns with and furthers your professional aspirations in the short and long term.

How do you stay up-to-date on the latest research and dental techniques? Discuss continuing education courses, conferences, dental journals, and involvement in professional organizations that keep your skills sharp and expanding.

What is an area of dentistry you want to improve in? How do plan to grow in this area? Demonstrate self-reflection by identifying an area of growth, whether it’s pediatrics, implants, or oral surgery. Share resources and strategies to build up your competency.

Tell me about a time you made a mistake. How did you handle it? Illustrate how you took accountability, implemented solutions to prevent recurrence, and learned important lessons with humility and professionalism.

Questions About You and Your Interests

While technical skills are crucial, your human side also matters in dentistry. Be prepared for questions like:

How would you describe your personality and work style? Share qualities like your meticulous attention to detail, compassion for patients, and ability to keep calm under stressful situations.

What are your hobbies and interests outside of dentistry? Well-rounded interests humanize you. But keep answers reasonably professional.

How do you manage the stress of this demanding profession? Demonstrate healthy coping mechanisms and commitment to work-life balance through exercise, hobbies, vacations, or socializing with family and friends.

Where do you see yourself living long-term? If you have geographical preferences, state them honestly while conveying flexibility to relocate as opportunities arise.

Questions You Should Ask

The interview is also an opportunity for you to assess the position. Prepare several thoughtful questions such as:

How would you describe the clinic/practice culture here? Learn about team dynamics and values.

What qualities do you look for in a successful candidate? Gain insight into priorities and fit.

What opportunities are there for professional development and mentorship? Show your focus on continual growth.

What types of patients/procedures could I expect to see routinely if accepted? Understand your potential role’s breadth and focus.

How is technology integrated into your practice? Reveal your interest in utilizing innovations.

Key Takeaways for Interview Success

With diligent preparation and practice, you can tackle any dentistry interview with confidence. Keep these tips in mind:

Research the program or practice thoroughly – Understand their mission, services, culture, and team.

Review your application and CV – Refresh yourself on your qualifications, experience, and key achievements.

Prepare sample answers and stories – Craft compelling responses to common questions that highlight your assets while sounding natural.

Practice aloud with someone – Gain feedback on your delivery, body language, and areas for improvement.

Bring supporting documents in a portfolio – Include your CV, licenses, certificates, letters of recommendation, and research papers.

Dress professionally – Project confidence by choosing formal attire in muted colors and minimal accessories.

Show enthusiasm and courtesy – Greet interviewers with a smile and firm handshake. Make eye contact and listen attentively.

With meticulous preparation and a genuine passion for your work, you will be ready to impress interviewers and launch the rewarding dental career you’ve worked so hard for. Believe in yourself and your abilities – you’ve got this!

What Are The Negative Aspects Of Being A Dentist?

This question gives you the chance to demonstrate that you understand the realities of being a dentist. Consider what you observed and learned from your work experience: what challenges do dentists face?.

Your answer should be realistic but not overly negative. Make it clear that you feel the positive aspects of the job outweigh the negatives.

One example of a negative aspect is dealing with the tight time demands of being a dentist. Describe a way you could deal with this, like using good time management to plan ahead and stay calm. If you observed a dentist overcoming a challenge during your work experience, reflect on that.

Another example is dealing with anxious and phobic patients. This could be overcome by building a rapport with patients and working on your communication skills.

• Saying there are no negative aspects to working in Dentistry. This isn’t true, and it will make people think you have too high of hopes for your career.
• It lists all the problems without giving any suggestions on how to solve them.

Do You Believe That Dental Implants Should Be Offered On The NHS?

Start by saying that dental implants are a fairly new development in dentistry and involve putting in a fixed replacement for dentures that can be taken out and put back in.

Implants are sometimes given to people on the NHS, like when they need them medically because they no longer have the support structures in their mouth that dentures need.

It is important to know that implants can be very pricey because of the tools needed and the many dentist visits that are needed.

Feel free to use this information to help you come to your own fair decision about whether you agree or disagree with the current NHS system.

• Having no knowledge or very little knowledge of dental implants. Do some research before your interview because interviewers expect you to know the basics.
• Giving a one-sided opinion. It is important to talk about both the pros and cons of giving NHS patients implants, so make sure you look at the issue from both points of view.
• If you have a strong opinion, try not to show it. It’s important to give a balanced answer.

The MOST COMMON/DIFFICULT Dental School Interview Questions *Answers Included*

How to prepare for an interview in dentistry?

How do I pass a dental interview?

How do you stand out in a dental interview?

How to ace a dental school interview?

What questions should you ask a dental school interviewer?

This is a favourite for many dental schools and often they’ll have an interviewer who grills you on the single question of “why dentistry” for 5 minutes! Here are some important questions involving other specialties and the multidisciplinary nature of dentistry. Why do you want to do dentistry? What are the pros and cons of dentistry?

What do interviewers expect from a dentist?

Interviewers expect you to be keeping up with news and developments if you want to pursue a career in Dentistry. Being overly opinionated. Interviewers don’t expect you to be an expert, so you don’t need to offer a strong opinion. Describe To Me How You Would Tell A Patient That Their Tooth Needs To Be Extracted.

How do I prepare for a dental school interview?

While each school has its own interview structure and questions, there are five general steps to take as you prepare for any dental school interview. 1. Do your research: Before attending any interview make sure you have thoroughly researched that school. Looking through the school’s website is a start.

How do you answer a dental interview question?

This question can show the interviewer that you are knowledgeable about all dental health standards. Your answer should also address how you would care for varying types of patients. Be sure to positively describe your bedside manner as you answer this question.

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School of Dentistry

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With a focus on population health, research at the School of Dentistry focuses on improving oral health for the communities we serve and beyond. Researchers study a wide range of areas within oral health, from genetics to preventive education. Students and residents also have access to top-rate faculty and facilities, preparing them to become leaders in dentistry research.

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About the School of Dentistry

Nestled in Research Park on the south side of campus, the School of Dentistry offers an innovative curriculum and unparalleled views of the Salt Lake Valley.

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Dental Grads: Tell Them UMB Sent You

May 21, 2024    |   By Laura Lee

A sense of accomplishment, gratitude, and a commitment to compassionate patient care filled the air at the University of Maryland School of Dentistry's (UMSOD) Honors Convocation on May 17. Held at the Hippodrome Theatre, the ceremony celebrated the hard work and dedication of the newest class of dental and dental hygiene graduates.

School of Dentistry graduates read the Convocation Oath.

With the notes of “Pomp and Circumstance” filling the room, family and friends clutched colorful bouquets as they craned their necks trying to catch a glimpse of their graduate processing down the aisle robed in the lilac and black academic regalia of the dental profession.

University of Maryland, Baltimore President Bruce E. Jarrell, MD, FACS , conferred the degrees and praised the graduates' accomplishments. “I know you are each very proud of each other, and the faculty and staff are very proud of you,” Jarrell said. “But there’s a whole lot of other people in this room that are even more proud of your accomplishments,” he said, motioning to the packed theater.

Samantha Vernet beamed while extolling her cousin Laurie France , who was one of four graduates to complete the Clinical Dental Hygiene Leader dual BS/MS degree.

“It’s been a testament of her perseverance and endurance,” Vernet said. “There were some tough times and some good times, so seeing her being able to finish is really awesome.”

(See photo gallery below.)

During welcoming remarks, UMSOD Dean Mark A. Reynolds, DDS, PhD, MA, praised the Class of 2024’s technical skills while emphasizing the importance of connecting with patients. “It is of utmost importance to strive for excellence in your clinical work,” he said. “But it is equally important to learn to treat patients with empathy and compassion.”

UMSOD graduates learn to work with patients by serving the oral health needs of Baltimore and other Maryland communities. During the last fiscal year, faculty, staff, and students provided clinical care — on and off campus — for more than 21,500 patients.

The dental hygiene graduates were recognized first, with Suzanne Burgee, RDH, BS, MS , clinical instructor and academic director of the Dental Hygiene Program, commending their diverse backgrounds and their dedication to improving access to oral health care. “This exceptional group has representation from Vietnam, Egypt, Thailand, the Philippines, Ecuador, Brazil, Italy, Haiti, and China,” Burgee said.

Julia Boras , president of the dental hygiene Class of 2024, encouraged her classmates to prioritize the human connection in their practice. “We must remember that we’re not merely treating teeth. We are caring for individuals, each with their unique fears and aspirations and needs,” Boras said.

During the doctoral hooding ceremony, Justin Tabatabai, DDS , president of the dental Class of 2024, reflected on the ups and downs of the four-year journey, which started in the midst of the COVID-19 pandemic. “It was all worth it, because here we are today at the end of our wild ride,” he said. “Soon-to-be dentists graduating from the world's first dental college.”

In all, 140 graduates walked across the Hippodrome stage eager to take the next step toward a fulfilling career improving lives through oral health.  

In her closing remarks, Burgee left the graduates with a powerful call to action: “I ask you to be creative, be ethical, and be kind. Work together with other professionals outside of oral health to close the gaps in our health care systems so no one is left behind. Now it’s your turn to go make the world a better place. And tell them UMB sent you. Congratulations.”

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Making connections to bring smiles to everyone.

From the beginning, Apple Tree Dental has kept serving the community in mind.  Operations began in 1986 with on-site mobile dentistry at long-term care facilities.  Since then, we have drastically expanded how we serve and interact with the communities around us.  Our vision is to foster partnerships that create healthy communities!

Long-Term Care Centers, Assisted Living Facilities, and More

Apple Tree Dental got started with geriatric care. We partner with dozens of facilities across the state of Minnesota to bring compassionate, patient-centered oral health care to older adults of all abilities. Our teams provide exams, restorative work, and education to help patients keep a great quality of life and prevent oral health problems as they age.

Schools and Head Start Centers

Healthy mouths start with children. We love working with children and families to help them learn about the importance of oral hygiene. The best way to ensure that children of all backgrounds have the access to oral health care that they need is to meet them where they are - at schools and Head Start Centers. Apple Tree Dental is proud to be part of an incredible network of organizations in Minnesota that provide these early childhood dental services for children across the state.

Educational Partners

Dentistry is an incredibly important part of the healthcare system, and working with young, passionate individuals who are interested in dentistry is one of Apple Tree's priorities.

Apple Tree's Centers for Dental Health have long supported clinical rotations for students from dental assisting, dental hygiene, dental therapy, and even nursing programs.  We provide internships and shadowing opportunities for anyone from high school students to those already in dental school.

Since 2017, Apple Tree has partnered with NYU Langone Dental Medicine to host a postdoctoral residency program at the Mounds View Center.

We also worked with representatives from 3M and PYXERA Global Health to create the Career Equity Project, a program designed to help high school students from any background get their foot in the door with a dental career.

Learn more about the AEGD Residency here.

Learn more about the Career Equity Project here.

Healthcare Organizations and Research Partnerships

Apple Tree Dental is proud to partner with a number of healthcare organizations, associations, and coalitions to advocate for, and increase access to, compassionate and excellent dental care for all.

We have dentists that provide hospital dentistry for pediatric patients and patients with special needs at Gillette Children's Hospital and Hennepin Healthcare.

Apple Tree Dental is an advocate for medical-dental integration, and we are co-located in three hospitals across Minnesota: Madelia Hospital in Madelia, CHI St. Gabriel's Health in Little Falls, and the Mayo Clinic Health System in Fairmont.

We maintain research partnerships that help study the impact of oral healthcare delivery. Recently we have worked with CareQuest Institute for Oral Health, Mayo Clinic's Rochester Epidemiology Project, the Center for Health Workforce Studies, Pew Charitable Trusts, West Health Institute, and more.

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