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PhD Program

Program description.

The Oral Health Sciences PhD program usually requires five years.  Students are expected to devote the full twelve-month year to their graduate work (allowing time for vacation and holidays).  Graduate students will have the opportunity to assist in the teaching program of the department as a practical means of gaining experience in the presentation of lectures and laboratory work.  Some opportunities exist to teach to dental and graduate students.

Courses Requirements

The course requirement is a minimum of 90 credits (including at least 27 credits of thesis).  Through their coursework, students are expected to gain proficiency in one or more basic biologic sciences and to master modern biological approaches in addition to gaining expertise in the subject area of oral and craniofacial sciences.  At least 19 credit hours must come from courses in departments other than Oral Health Sciences, and of the 19, 12 must be science courses.  Of the 19 credits, a minimum of six (6) credits must be CONJ or PABIO courses, a minimum of six (6) credits must be non-OHS science courses, plus at least one non-science course should be completed. These will include courses offered through the Molecular and Cell Biology Program and courses selected to match the basic science interests of the student.  Cross-disciplinary training in Bioengineering is also available.  Courses in the School of Public Health such as the Epidemiology series are also available to students interested in Dental Public Health research.  All graduate students are also expected to attend and participate in departmental seminars (OHS 575).

Following is an approximate timeline for completion of the PhD degree.  Because each student’s program and research goals will vary, completion of the requirements for the PhD degree may not necessarily follow this timeline.

Schedule by Year

• Year 3 to Completion

Initial Course Work. All new students meet with the Graduate Program Coordinator before the start of classes in the Summer or Autumn Quarter to consider the student’s course work.  The selection of courses will depend on the student’s background, research goals, and interests.

Research Rotation . During each quarter of the first year of graduate study, the student will register for OHS 578, Research Techniques.  The purpose of this course is for students to carry out research projects with 1-2 faculty members in order to prepare for the choice of their PhD project mentor and to learn a variety of research methods.  Each student is expected to take 2-3 rotations in different laboratories and select a research mentor by the end of the 1st year.

Course Work . Students will continue to take courses that will include the remainder of the core courses required in Oral Health Sciences and courses in other disciplines relevant to the student’s dissertation research.

Teaching.  Students are encouraged to take elective courses offered through the Medical Education and Graduate School which will help them in their future teaching careers.  Also, beginning in the second year, graduate students will have the opportunity to take part in teaching one of the Department courses for undergraduate dental students.  This experience prepares students for teaching responsibilities after receipt of the PhD and provides a good opportunity for consolidation of the student’s general oral biology background.

Research. Early in the second year of study, the student is expected to choose a thesis adviser and to define a dissertation problem.

The Supervisory Committee . Once a thesis mentor and research direction have been chosen, the student and mentor will select a Supervisory Committee.  This should be done in year two of the training.  The committee is composed of at least four faculty members, at least three of whom (Including the Chair and the Graduate School Representative) must be members of the Graduate Faculty with an endorsement to chair doctoral committees.  The Graduate Program Coordinator will forward the list of recommended committee members to the Dean of the Graduate School who will officially appoint the Supervisory Committee.  In accordance with Graduate School regulations, the Supervisory Committee will be responsible for advising and directing the student throughout the PhD program.

The General Examination. Early into the third year, the student will take the General Examination.  This examination is in the format of a written research grant proposal that is presented to the PhD supervisory committee. All required coursework must be completed at this time.  The purposes of this examination are (1) to determine whether the student is capable of recognizing an important research question in oral and craniofacial sciences, (2) to determine whether the student is able to develop this question into a comprehensive proposal complete with preliminary findings and suggested methods of procedure, and to orally defend the proposal, and (3) to provide the student an opportunity to receive feedback from the Supervisory Committee on the proposed research project. More detailed guidelines on the General Exam format and requirements can be found here – https://grad.uw.edu/policies-procedures/doctoral-degree-policies/general-examination-admission-to-candidacy-for-doctoral-degree.

The student will primarily engage in thesis research and additional advanced coursework.

The Dissertation and the Dissertation Examination. When the candidate has completed the research project, written the dissertation, and had it approved by the reading committee, the mentor will obtain approval from the Graduate School and set a date for the Final Examination.  The Final Examination will be concerned principally with the subject matter of the dissertation and is conducted as an open seminar followed by examination by the Supervisory Committee.

The research project for the PhD dissertation will be chosen by the candidate and adviser and be approved by the candidate’s Supervisory Committee.  The research must represent a worthy and fundamental contribution showing originality in concept and implementation.

Core Courses

The following courses are mandatory program requirements:

List of Conjoint/PABIO Offerings

Following is an example list of the CONJ/PABIO courses.

Recommendations for Prerequisites

Some students may need to take some lower level division courses in order to prepare for required classes. See the following list for suggestions:

Other Non-OHS Science Electives

Following is an example list of non-OHS science electives.  Students are expected to take include courses in bioengineering, epidemiology, immunology, or other basic biological/medical sciences as appropriate for their research interests.  The student will work with the Graduate Program Coordinator and their mentor (if chosen) to select appropriate elective courses in their chosen basic biological science pathway. The list below is not meant to be exhaustive.

Other Oral Health Sciences Electives

Courses to Prepare for Teaching

In order to prepare for teaching, it is strongly recommended that the student take at least one class on educational methods. Such credits will not fulfill the requirement for non-OHS science courses, but will count toward the total credits required. Suggested courses include, but are not limited to:

Biomedical Research Integrity Series

Students are also required to attend and participate in the Biomedical Research Integrity Series. This is a non-credit summer course taught through the Department of Medical History & Ethics and consists of a series of lectures and discussion groups. Each student will need to attend a minimum of three lectures and three discussion groups.  NIH Trainees are required to attend every year of the duration of their federal funding.

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Dental Public Health Research Fellowship

About the Program

The National Institute of Dental and Craniofacial Research (NIDCR) sponsors a three-year fellowship program in Dental Public Health Research. This fellowship includes a 12-month full-time residency in Dental Public Health (DPH) followed by a 24-month full-time postdoctoral fellowship with a strong focus on oral health research.

A stipend is available to support Dental Public Health Research fellows during the three-year program. This training opportunity requires a full-time commitment, and those selected cannot be enrolled in other training programs.

Individuals successfully completing the 12-month DPH residency component will receive a certificate of completion and are qualified educationally to apply for examination by the American Board of Dental Public Health (ABDPH) for specialty certification.

Equal consideration is given to all applicants without regard to race, religion, color, national origin, sex, sexual orientation, political affiliation, or age. 

While emphasizing research training during the three-year fellowship, the program provides experiences in other areas of dental public health, i.e., public health administration and management, the organization and financing of dental care programs, oral health promotion, and the development of resources.

The training program will be tailored to meet the particular interests and previous experience of each individual selected. However, a typical fellow's effort will require that time be spent during the first year in each of the following areas: Research Methods in Dental Public Health; Health Policy, Program Management, and Administration; Oral Disease Prevention and Oral Health Promotion; and Oral Health Services and Delivery Systems.

The content of the curriculum and the fellow’s training plan are designed to ensure that fellows receive the foundational knowledge and experiences necessary for core competencies in dental public health.

The educational structure of the fellowship program is based on:

• Site visits to public health organizations at the state, federal, and international levels;
• Field experience for applied public health practice;
• Seminars and lectures providing instruction in the core disciplines of public health (epidemiology, biostatistics, environmental health, behavioral health science, and health management and policy) with an oral health focus;
• Critical thinking and scholarship.

In addition, fellows will receive expert guidance in the origination and conduct of oral health research.

Eligibility Criteria

Applicants must be graduates of a school of dentistry accredited by the Commission on Dental Accreditation of the United States (CODA) or the Commission on Dental Accreditation of Canada (CDAC). Applicants who are graduates of a school of dentistry not accredited by CODA or CDAC must have acquired an equivalent education to a doctoral-level dental degree received in the U.S.

All applicants must also hold a graduate degree in public health (MPH or equivalent) from an accredited U.S. academic institution that is recognized by the U.S. Department of Education (e.g., the Council on Education for Public Health (CEPH)). Examples of an equivalent public health degree are a MHS, DrPH, or PhD in Epidemiology.

In general, graduate public health degrees (MPH or equivalent) should, at a minimum, include instruction in biostatistics, epidemiology, health care policy and management, environmental health and behavioral sciences.

Advanced graduate degrees in public health obtained outside of the U.S. do not meet the program's eligibility requirements. 

Meet the Program Leaders

Timothy Iafolla, DMD, MPH is a Supervisory Science Policy Analyst and Chief of the Program Analysis and Reporting Branch of NIDCR’s Office of Science Policy and Analysis, which oversees the Dental Public Health Research Fellowship Program. He previously worked for eight years as a dentist in private practice and later as a Public Health Dentist in the North Carolina Division of Dental Health.

Hosam Alraqiq BDS, MSD, MA, EdD, CHES is a Health Science Analyst at the NIDCR Office of Science Policy and Analysis. He previously worked at Columbia University College of Dental Medicine where he acted as Project Leader on HRSA-sponsored programs, including those that enhance HIV training and service, as well as postdoctoral and predoctoral training in dental public health, population oral health, health communication, community engagement, and inter-professional practice.

How To Apply

Applications will be accepted until Tuesday, January 16, 2024 . Applications submitted after that date will not be accepted, and incomplete applications will not be reviewed by the selection committee. All applicants are REQUIRED to submit a complete application package by email.

Applicants will be notified within 6 weeks after the submission deadline if they are selected for an interview.

The following items are to be included for review by the selection committee ( A Submission Checklist (PDF - 117 KB) ) is provided for your convenience):

• Application Form (PDF - 449 KB) and Current CV (Please note: these are to be combined together into one Adobe PDF document and sent electronically by email - no paper copies will be accepted).
• Submit an official translation for non-English transcripts via email.
• Submit Course-by-Course Evaluation Report electronically. Use the World Education Services  or Educational Credential Evaluators and list Yu-Ling Huang ( [email protected] ) as the recipient of your evaluation.
• Official transcripts from Accredited Graduate Education in Public Health (to be sent directly from the U.S. schools and transmitted electronically).
• Three Letters of Recommendation, including at least one from a faculty/administrator from your academic institution (letters of recommendation must be sent by email directly from persons who have agreed to serve as references).

Email: [email protected]

Application Coordinator Yu-Ling Huang NIHBC 31 BG RM 5B55 31 Center Drive Bethesda MD 20892

The tentative start date for the program is Monday, July 01, 2024 .

Have additional questions about the program, curriculum, or eligibility criteria? Visit our Frequently Asked Questions page .

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• Doctor of Dental Surgery (DDS)
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Oral Health Sciences PhD

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The doctor of philosophy degree in Oral Health Sciences is a program of the Rackham Graduate School , offered at the School of Dentistry. The primary objective of this program is to train outstanding students to become leaders in academic research in oral health science.

Major areas of study include: developmental craniofacial biology; mineralized tissue biology and musculoskeletal disorders; oral and pharyngeal cancer; oral health disparities; oral infectious and immunologic diseases; oral sensory systems and central circuits; and tissue engineering and regeneration.

Admitted students engage in at least 3 research rotations in faculty labs, a foundation biostatistics course as well the following courses: cell and molecular biology, tissue engineering and regeneration and oral health science journal club and seminar series. Admitted students are able to select advanced courses in basic science, oral health and the area of their research specialization. By the end of the second year, PhD students will engage in a preliminary oral exam advancing them to candidate level PhD training.

Please, take the time to review the information on our webpages to learn more about the OHS PhD program, the requirements and the process of application. Note different deadlines for different tracks. Questions about application procedures and forms may be sent to [email protected] .

OHS PhD PROGRAM TRACKS

OHS PhD snapshot:

• 5-6 year research training program
• Application to Rackham Graduate School
• Application Deadline December 5
• Admit for Summer Term (June or July 1)
• Academic Plan

The DDS/PhD program at the University of Michigan School of Dentistry provides training in dentistry and research through a series of clinical and research experiences and course work. Students are admitted to both the DDS program and the Oral Health Sciences PhD program.

• 7-8 year research and clinical training program
• Only open to US Citizens or permanent residents
• Application for DDS through AADSAS
• Application for OHS PhD to Rackham Graduate School
• Please Note: The DDS/PhD is a student-initiated Dual Degree not a Rackham Dual Degree (do not check the Rackham box for dual degree)
• PhD Application Deadline is October 15, please check here for DDS application due date.
• Email letter of intent to apply to the dual degree DDS/PhD program, addressed to Dr. Yuji Mishina, Program Director. Send to [email protected]

LICENSURE DISCLOSURE

The University of Michigan School of Dentistry DDS/PhD program is accredited by the American Dental Association’s Commission on Dental Accreditation (CODA).

The University of Michigan School of Dentistry DDS/PhD program was designed to satisfy educational prerequisites to licensure for dentistry only in the state of Michigan. It has not been determined whether educational prerequisites to licensure would be satisfied in other states.

Students should consult the dental board in their state to confirm if the degree from University of Michigan School of Dentistry meets the criteria for professional licensure in their state. Contact information for the state dental boards can be found at the American Dental Association.

The program, which requires a minimum of six years, is designed to build advanced knowledge and skillsets in scholars who aspire to become clinician-scientists to advance our understanding of craniofacial diseases and disorders. Integrated into the program are biomedical graduate and advance science courses, research training, specialty residency education, interactive instructions in Responsible Conduct of Research and Scholarship, leadership and professional development. With the full commitment of the faculty team, the OHS program, the specialty programs, the School of Dentistry, and Rackham School of Graduate Studies, our ultimate goal is to prepare the scholars to become leaders, educators and researchers in the field of craniofacial diseases and disorders to advance academic dentistry and public health.

• 2025 Admissions Cycle Update. Unfortunately, the DSPP program will not be accepting applications for the next admission cycle, but will be interested in applicants for the 2026 admissions cycle. That application will open in June 2025.
• 6-7 year combined research PhD with dental specialty masters
• Application for Specialty Program by the deadlines provided:
• Endodontics
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• Pediatric Dentistry
• Application for OHS PhD to Rackham Graduate School - due October 15 Please Note : The MS/PhD is a student-initiated Dual Degree not a Rackham Dual Degree (do not check the Rackham box for dual degree)
• Email letter of intent to apply to the dual degree MS/PhD program, addressed to 'Dr. Yuji Mishina, Program Director. Send to [email protected]
• NIDCR Dental Specialty and PhD Programs Funding Opportunity

Future Faculty Track OHS PhD (FFT)

Eligibility is for individuals who have been chosen to be future faculty and are fully supported by their University, Institution/Organization or Government to pursue rigorous basic science training in oral health sciences. Program and application is the OHS PhD track.

FFT snapshot:

Each PhD track is intended to be fully funded for admitted students. In most cases, funding is provided by both the program/the trainee's faculty mentor.

OHS PhD FACULTY

View the comprehensive list of faculty available to OHS PhD students.

OHS FACULTY DIRECTORY

CURRENT OHS STUDENTS

CURRENT STUDENTS

APPLICATION AND REQUIREMENTS

The program is most appropriate for advanced students who hope to eventually join the faculty of a dental or medical school. Entering students should have a strong background in basic science at the undergrad university level.

Application to the Oral Health Science Programs is through Rackham Graduate School’s application portal . Please select Admissions from the menu and the Ann Arbor Campus. Oral Health Sciences is found under the Dentistry heading. The application system is called CollegeNet/Apply Web.

If you or your recommender need technical assistance regarding the application or recommendation systems please email ApplyWeb at [email protected] . Include the following information: user name, full name, email address, and phone number. Please allow 24 hours for a response.

Oral Health Sciences PhD Program Application Code: 00360

Requirements

• GPA of 3.0 or above on a 4.0 scale
• PhD, MS/PhD and FFT - no minimum score
• DDS/PhD - DAT - score replaces GRE
• 3 for PhD and FFT
• 2 for DDS/PhD and MS/PhD

Transcripts

• Statement of Purpose (SOP)- Should be concise, well written statement about your academic and research background that also describes your future career goals. In this statement, answer the question: How can the OHS Program help meet your career and educational goals? Length 1-2 pages.
• Personal Statement (PS) - Describes your journey that led you to the pursuit of a graduate degree. Length 1 page
• Curriculum Vitae or Resume - This should be 1-4 pages and include education, work and/or research experience, publications, lectures and seminars, poster presentations, awards/scholarships, volunteer opportunities.
• For International students: English Proficiency Requirements
• Note: GRE - The University of Michigan’s Rackham Graduate School will discontinue the use of the Graduate Record Examination general test in Rackham Ph.D. admissions decisions, beginning with the 2022-2023 admissions cycle.

Application Fee

The application fee is due when you submit your application. The fee is non-refundable and subject to change. Applications submitted without the fee will be withdrawn from the review process.

Rackham Application Fee and Waivers Information

INTERNATIONAL STUDENTS

If you need an F-1 or J-1 visa, the University of Michigan is required by the U.S. government to obtain documentation proving that international applicants (non-U.S. Citizens) have adequate financial resources to provide for their expenses while in the United States. Rackham Admissions is the U-M office that will prepare your I-20 or DS-2019 after you have provided the required documents through Wolverine Access.

For instructions and information, please review the Immigration documents .

ADMISSIONS CALENDAR

Dual Degree interviews (DDS/PhD or MS/PhD) will be coordinated in conjunction with offered DDS or Specialty interview dates. Interviews for these tracks are typically in-person and conducted at the School of Dentistry. Applicants should communicate with the OHS PhD Office when dates have been offered. Email [email protected] .

PhD interviews typically run late January through February. Applicants who are offered an interview will be notified via email. Interviews for PhD or FFT can be offered online (via Skype) or in person depending on the applicant’s location.

School of Dentistry, Office of Research and Research Training 1011 N. University G306, Ann Arbor, MI 48109 734-763-3388 | [email protected]

PROGRAM DIRECTOR

Academic program coordinator.

Apply Curriculum Current OHS PhD Students OHS PhD Faculty --> OHS Alumni Return to Oral Health Sciences

Applicants who attended or are attending a U.S. Institution

• Upload an electronic version of your official transcript(s) for each Bachelors, Masters, Professional, or Doctoral degree earned or in-progress through your ApplyWeb application account.
• If you are recommended for admission, the Rackham Graduate School will require official transcript(s). Recommended applicants will receive an email notification when the official transcript(s) are required for submission. All students are asked to include an electronic unofficial transcript during the online application.

Applicants who attended or are attending a Non-U.S. Institution:

Review Required Academic Credentials from Non-U.S. Institutions for transcript/academic record requirements by country or region. Submitting transcript/academic records is a two-step process.

• Upload an electronic version of your official transcript/academic record for each institution attended through your ApplyWeb application account.
• At the time of application, you must also submit an official transcript/academic record for each institution attended.

Rackham Graduate School provides detailed instructions on how to submit transcripts/academic records to the Rackham Graduate School.

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Doctor of Science in Dentistry (DScD) in Dental Public Health

For contact information, please visit the School of Dental Medicine’s Department of Health Policy & Health Services Research website .

This 36-month program in Dental Public Health prepares dentists for leadership roles in health policy, academics, and government settings. Successful completion of coursework, a public health field project, and an oral competency examination—along with an original dissertation—are required. The program provides the student with in-depth knowledge and practical experience in epidemiology and biostatistics, healthcare management and finance, social and cultural determinants of health behavior, preventive dentistry, and health education. Students take courses at Boston University Henry M. Goldman School of Dental Medicine and relevant courses at the Boston University School of Public Health. Students have opportunities to conduct research and publish papers in professional journals. The combined DScD/CAGS program is a 36-month program suitable for dentists who do not hold a CEPH-accredited MPH or equivalent and seek a career and board certification in dental public health. This program is aimed to meet the eligibility requirements of the American Board of Dental Public Health, preparing the students for the ABDPH Qualifying and Certifying Examinations. International dental graduates are eligible to apply.

The following list shows the core courses and some, but not all, suggested elective courses that are available for DScD students. The Year 1 curriculum encompasses the core requirements of the Dental Public Health training (i.e., required courses for the MSD in Dental Public Health). In addition to the required courses, the curriculum for each student is designed based on the student’s interest and research requirements.

• SDM OB 830 Research Writing
• SDM PH 763 Bioethics and Law
• SDM PH 803 Biostatistics
• SDM PH 804 Applied Statistical Analysis in Dental Public Health
• SDM PH 806 Environmental Health
• SDM PH 808 Healthcare Management and Finance
• SDM PH 810 Fundamentals of Dental Public Health
• SDM PH 812 Oral Epidemiology
• SDM PH 821 Dental Public Health Literature Review
• SDM PH 872 Dental Public Health Policies, Programs and Advocacy
• SDM PH 888 Seminars in Dental Public Health
• SDM PH 892 Dental Public Health Grand Rounds
• SPH EP 813 Intermediate Epidemiology*
• SPH PH 720 Individual Community and Population Health*
• SDM PH 822 Dental Public Health Literature Review
• SDM PH 889 Seminars in Dental Public Health
• SDM PH 893 Dental Public Health Grand Rounds
• SDM PH 911 Public Health Project
• SDM PH 992 Research in Dental Public Health
• SDM PH 823 Dental Public Health Literature Review
• SDM PH 890 Seminars in Dental Public Health
• SDM PH 894 Dental Public Health Grand Rounds
• SDM PH 993 Research in Dental Public Health

Years 2 and 3 Elective Courses

• SPH BS 722 Design & Conduct of Clinical Trials*
• SPH BS 805 Intermediate Statistical Computing & Applied Regression Analysis*
• SPH BS 810 Meta-Analysis for Public Health & Medical Research*
• SPH BS 820 Logistic Regression and Survival Analysis*
• SPH BS 821 Categorical Data Analyses*
• SPH BS 852 Statistical Methods for Epidemiology*
• SPH EP 721 Survey Methods for Public Health*
• SPH EP 762 Clinical Epidemiology*
• SPH EP 854 Advanced Epidemiology*
• SPH SB 820 Assessment and Planning for Health Promotion*
• SPH SB 822 Quantitative Methods for Program Evaluation*

*See the  School of Public Health Bulletin for a detailed description. Course selection may vary according to the School of Public Health schedule.

Completion is not tracked by credit accumulation but by successful completion of individual courses and duration requirements.

Clinical Specialty/DScD in Dental Public Health

Boston University Henry M. Goldman School of Dental Medicine provides opportunities to pursue a combined program that fulfills the requirements for a Certificate of Advanced Graduate Study in a clinical specialty and the requirements of the DScD in DPH. The program exposes future clinical specialists to healthcare issues at a societal level through in-depth clinical training and study of a wide range of current issues in healthcare delivery and public health. The duration of the program may vary depending on the clinical specialty requirements, whereas the DScD/CAGS in DPH is a minimum 36-month program. Students in the DScD/CAGS program in DPH meet the residency requirements of the American Board of Dental Public Health. Applicants wishing to pursue the DScD in DPH and another clinical specialty must apply separately to both programs through the ADEA PASS website .

Related Bulletin Pages

• Dental Public Health Courses
• Abbreviations and Symbols

Beyond the Bulletin

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• SDM Admissions
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Dental Public Health

This three-year track leads to a master of medical sciences (MMSc) degree in oral biology with a certificate in Dental Public Health awarded concurrently with the Faculty of Medicine of Harvard University upon successful completion of all requirements. This track is suitable for dentists seeking to obtain a master’s degree and DPH certificate in order to take the specialty board exam.

This track leads to a doctor of medical science degree in oral biology with a certificate in Dental Public Health awarded by the Faculty of Medicine of Harvard University and requires a minimum of four years of study. The course requirements and the depth of the research experience are substantially greater for DMSc candidates—the degree is consistent with the expectations for a Harvard doctoral-level degree. Dentists in this track obtain the DPH certificate and are qualified to take the specialty board exam.

Certificate

The goal of the Advanced Graduate Education Program in Dental Public Health is to improve the oral health of populations through the education of dental public health specialists. This two-year certificate program is for dentists with an accredited master’s degree in public health (MPH) or equivalent degree.

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Dental public health post-graduate trainees in the US: Experiences, challenges, and opportunities—A qualitative study

Objectives:.

The goal of this study was to explore challenges and opportunities that dental public health (DPH) residents and recent graduates experienced during and after their residency training programs in the US.

In this qualitative study, to recruit participants, study invitations were distributed to 93 DPH postgraduate trainees via social media, email, and an online DPH nationwide course in 2019. Semi-structured in-depth interviews were conducted through Zoom audioconference. The interviews were conducted until thematic saturation was achieved. The audio-recorded interviews were transcribed and crosschecked to ensure accuracy. The interviews were coded using grounded theory. A qualitative analysis software (ATLAS.ti 8.0) was used to facilitate coding and organizing data extraction from transcripts.

Eighteen DPH postgraduate trainees from 12 DPH residency programs participated and completed the interview. DPH trainees had experienced educational and financial challenges, difficulty finding DPH-related jobs after graduation, and a complex board examination preparation process.

Conclusion:

DPH postgraduate trainees and especially foreign-trained dentists experienced serious challenges during and after their postgraduate residency programs. Opportunities exist to enhance the strength of DPH programs to build a competent DPH workforce.

INTRODUCTION

Dental public health (DPH) is defined as “the science and art of preventing and controlling dental diseases and promoting dental health through organized community efforts” [ 1 , 2 ]. DPH is one of the twelve specialties recognized by the American Dental Association (ADA) supporting ADA’s vision and mission in improving oral health of the public [ 2 ]. Since the 1950s, health organizations and policymakers have relied on DPH professionals to design and execute local and national oral health strategic plans, and implement community-based programs to overcome barriers and disparities [ 1 ]. The 2000 “ Surgeon General’s Report on Oral Health ” underscored the importance of oral health on overall health and initiated a movement in oral health field which then various stakeholders strategized their oral health plans [ 3 ].

In the United States, DPH specialty programs are responsible for training competent DPH professionals to increase the available workforce that is capable of leading both local and national endeavors improving the community’s oral health through engagement in various government and private sectors [ 3 ]. In 2019–2020, 55 candidates admitted in DPH residency programs across the country comprising less than 1% of all admitted candidates in various advanced dental education programs [ 4 , 5 ]. In 2019–2020, there were about 850 DPH specialists, including 190 active diplomates, comprising only a small fraction (0.4%) of about 200,000 active dentists working in the US [ 6 ]. Nevertheless being a small size specialty does not underestimate the DPH professionals’ roles in advancing oral health in the country and fulfilling national oral health strategic plans (e.g., Healthy People 2030 [HP 2030]) as researchers, faculty, clinicians, consultants, directors, policymakers, and leaders.

In 2016, the American Association of Public Health Dentistry (AAPHD) published the “New competencies for the 21st century dental public health specialist”, which introduced a revised set of core DPH competencies that better align with the expected roles in the DPH workforce comprising 10 core objectives and 74 sub-objectives [ 1 ]. The new competencies, evolved from the previous version developed in 1998, providing a roadmap for redesigning the DPH residency programs curricula [ 1 , 7 , 8 ]. As of 2020, the Commission on Dental Accreditation (CODA) has accredited 15 US-based programs DPH residency programs, all directed by DPH diplomates, admitting US- and foreign-trained dentists for DPH specialty training [ 4 ]. The programs differ regarding the program curriculum and duration, prerequisite exams and degrees, offered degrees, number of admitting candidates per year, and financial support [ 9 ]. Most of the programs require having a Master of Public Health (MPH) degree or its equivalent, however, there are a few dual-degree DPH programs that offer MPH degrees as part of their DPH programs [ 9 ]. All programs proclaim the adherence of their curriculum to the new DPH competencies, and preparing their trainees to be eligible to take the American Board of Dental Public Health (ABDPH) examination after graduation [ 9 ].

There are limited studies depicting DPH residency programs characteristics and postgraduate trainees’ challenges and opportunities; one 2014 unpublished study, evaluated the demographic trends and profiles of the US DPH workforce and found that “recent Harvard DPH residents have been mostly female and foreign-trained, and they expect to see similar trends from the other US programs.” One study specifically assessed challenges that foreign-trained dentists (FTD) might encounter in pursuing their career in US and found that admission process difficulties, finances, immigration, and cultural barriers comprise some of the challenges [ 10 ]. Additionally, challenges in conducting research projects, engaging in field experiences, communicating with school staff and their peers, finances and living conditions, and career opportunities have been mentioned in studies on dental and medical postgraduate programs [ 11 – 17 ].

This qualitative study aimed to explore the US DPH postgraduate trainees’ challenges and opportunities during their residency programs. The results of this study provides valuable information about DPH trainees’ experiences, and assists DPH program directors, faculty, and DPH-related organizations (e.g., AAPHD, ABDPH), to use this information to enhance DPH residency programs, and build a competent DPH workforce prepare to confront oral health problems locally and nationally.

Study design

We conducted a qualitative research study using semi-structured interviews of a convenience sample of the US DPH residents and recent graduates. The study was approved by the Institutional Review Board (IRB) at the University of California San Francisco (UCSF) (IRB # 18–25,627). The inclusion criteria were being a current resident of an accredited US DPH program, or a graduate within 2 years of program completion. Invitations to participate in the study were sent to 93 DPH residents and recent graduates (whose contact information was available) via email from January to April 2019 to registrants in an online nation-wide DPH course, a WhatsApp Messenger DPH group, and in-person invitations at the DPH residents’ oral session at the National Oral Health Conference (NOHC) in Memphis, Tennessee, in April 2019. The interviews were scheduled from February to July 2019 upon receiving an expression of interest in the study and meeting the inclusion criteria.

Interview questions

Interview questions were designed based on prior studies evaluating the challenges and opportunities of other dental or medical postgraduate programs. An interview guide was prepared to focus on the main goal of the study to obtain rich information about challenges and opportunities of DPH trainees. Study questions were carefully designed and pilot-tested and modified to be comprehensible. Fourteen open-ended questions were finalized to be asked from participants through semi-structured interviews ( Table 1 ). Semi-structured interview is the most frequent technique used in qualitative studies which the researcher asks designed open-ended questions from interviewees to record their opinions and viewpoints about the study topic. The advantage of this method is being flexible, and eliciting rich information by asking interviewees to elaborate on their responses to a question [ 17 ].

An online audioconference platform (Zoom), was used to conduct 30-min semi-structured interviews. Prior to each interview, the consent form and a questionnaire comprising demographic and baseline information (e.g., age, sex, race/ethnicity, degrees, licenses, type of DPH program) were sent to participants via email. Verbal consent was obtained at the beginning of each interview, then the study questions were asked from interviewees to elicit their responses about various aspects of their training experiences including educational programs, financial support, board exam preparation, field experiences, and career opportunities. Recruitment was continued until thematic saturation was achieved meaning that when new participants repeat the same comments and opinion, the recruitment will be stopped.

Data analysis

The interviews were transcribed, crosschecked, and reviewed by the authors (SB and EM) to ensure accuracy and completeness. The interviews were coded using grounded theory [ 18 , 19 ]. A qualitative analysis software (ATLAS.ti 8.0, Scientific Software Development, Berlin, Germany) was used to facilitate coding and data organization. Developing themes were classified and refined or expanded from existing codes, and finalized to create an inclusive code structure that captured all of the data concepts culminated in the final results. Descriptive statistics were used to summarize the characteristics of the DPH postgraduate trainees.

Tables 2 – 4 show study results. Table 2 displays participants’ demographics, educational background, and their DPH program characteristics. Eighteen DPH postgraduate trainees from 12 of 15 US DPH residency programs participated in this study. Participants’ age ranged from 30 to 45 years (mean 32.5 years); 61% were female and 39% were men. Six participants were current residents and 12 were DPH recent graduates. Nine (50%) DPH trainees were in on-campus programs, five (28%) in hybrid programs (online/on-campus), and four (22%) in online residency programs. Ten DPH trainees (56%) were in a university-based program (i.e., DPH program offered by a dental school or non-dental school university); eight trainees (44%) were in non-university-based programs (i.e., DPH programs offered by government agencies or hospitals). Five (28%) of the participants were US-trained dentists and 13 (72%) were FTD.

Demographic distribution of the study participants (n = 18)

Comparison of demographics and characteristics of study participants and the ADA survey of advanced dental education (SADE) * (%)

Responding to one of the interview questions, DPH trainees provided their suggestions for residency programs improvement ( Table 3 ). All DPH trainees emphasized that they chose DPH residency program to receive required training and skills to be part of the community-based oral health workforce to improve oral health in the community.

DPH trainees recommendations for residency program improvement

Table 4 shows a comparison between the study participants’ characteristics and the ADA Survey of Advanced Dental Education (SADE) (2018–2019 and 2019–2020) [ 4 , 20 ] ( Table 4 ); as it can be seen in the table, female candidates constitute the majority of the DPH trainees in our study and both years of ADA SADE. Additionally, the number of foreign-trained dentists who enrolled in DPH residency programs were higher compared to US-trained dentists in our study as well as ADA SADE 2018–2019 and 2019–2020, with about the same percentage.

Five main themes emerged from the interviews

Theme 1: variability in the structure of dph residency programs.

DPH residency programs differ significantly by host institution, program format, educational content, program length, and offered degree. One of the main differences was the program format being offered as online, hybrid, or on-campus programs. Trainees in online programs expressed the following experiences:

…We had different topics for seminars and a lot of those topics were comprehensive and covered throughout the seminars that we had; seminars were ranged from, caries rates and trends, periodontal disease, professionalism, ethics. And so those core competencies were woven through all of those seminars that we completed. We did register for classes, but most of those classes, just covered the seminars that were in there, I don’t even know those courses I was registered for.

Online DPH program trainees stated that even though being in an online program provides them with more flexibility, freedom, and ability to stay in their home state while studying, not having a face-to-face communication made networking difficult and considered this aspect as a weakness ( Table 5 ).

Five main themes emerged from the study interviews

Another differentiating aspect between the DPH residency programs was the specification of the host institution; being hosted by dental school, non-dental school, or nonacademic entities (such as government agencies and hospitals) induced educational program differences ( Figure 1 ). Each of these program designs has its strengths and weaknesses presenting unique challenges and opportunities for residents as following sections.

The United States Dental Public Health Residency Programs

Dental school-based DPH residency programs

These residency programs are offered by dental schools. Some of the strengths described by on-campus full-time dental school-based DPH postgraduate trainees, included the structured curriculum, regular face-to-face communication with program directors and peers, and opportunities to network with faculty members and other experts in the field. For example, a postgraduate trainee in an on-campus program stated that

…there was an open-door policy which gave us opportunity to engage with the program director and network.

Another trainee noted that

…we got a lot of communication skills through our journal club sessions, literature review, and through the discussion so it was [a] very enriching experience.

However, a part-time trainee mentioned occasional communication with program director and faculty as the program weakness.

DPH trainees in one-year full-time programs noted their educational challenges with covering a broad range of topics in such a short period and suggested extending the program by 6 months to 1 year in order to cover the necessary topics required to become a competent DPH specialist and successfully attempt the ABDPH certification examinations. Also, noted by a dental school-based program trainee:

…the modules that are done as part of our core curriculum should definitely be updated. I think because you go through them on your own, it can be easy just to go through them and not really kind of remember, just to do them because you want to get them done. …It was really valuable to have content experts teach our courses and be able to ask them questions and read their articles and discuss them. So maybe doing everything in that platform and doing it just more often, maybe every day in a week instead of three days a week would probably be valuable.

Another trainee in dental school-based program suggested

…make sure the residents have access to meet community health partners and get experienced at the local public health department and to get experience advocating for policies maybe locally or on the state level.

Non-dental school-based DPH residency programs

These DPH programs are offered by academic institutions that are not dental schools such as Health Sciences Schools. A DPH postgraduate trainee in one of these programs stated that

… I suggest to really consider some of the possibilities of the courses that are accessible at the linked university and utilize the partnership with a dental school a little bit more.

Also, there was a suggestion to inform residents about their weaknesses in a field from the beginning, so they can plan to take courses to expand their knowledge and skillset;

… even though it’s not part of the day to day plan, but if a resident comes in and maybe isn’t strong in biostatistics and now they have to do this research program, maybe instead of having it be optional or unavailable, let the resident know you’re identifying this as a weakness from the beginning, so the faculty require the resident to go through the course to address that weakness because your research will suffer.

Nonacademic DPH residency programs

DPH residents in nonacademic institutions such as, governmental agencies and hospitals defined their experiences as being more practice-oriented with very limited didactic coursework. One of the trainees from a government agency DPH programs mentioned that

…the program is real-life experience… we had seminars every week, not courses per se, comprehensive training, everything, but no classes with others; however, we could take other classes at other places.

Another government agency program trainee said:

…we did not have core DPH courses. There was nothing that you were taught exclusively. It was like a job you were just doing, and part of it was that you analyze this, or if you want to learn about budgeting, we have a budget happening, you can learn. So there were no courses happening…you can learn from others like program coordinators, your director, and other people who are working in that organization. I would suggest being more structured …however, being part of the projects, which are actually day to day was a great experience.

The real-life practice and policy experience, and quality improvements opportunities were considered as strengths of DPH programs at nonacademic institutions.

One hospital-based DPH trainee stated that

…I received the training in hospital-based settings to manage the problems in very unique population; not just underserved itself, it was urban settings not in the rural; immigrants, low incomes, and culturally diverse population, and I had the opportunity to do basic public research, quality improvement, performance improvement; it was very intense, yet quite fulfilling experience. But there was not a distinction between the courses.

Another hospital-based trainee noted the following:

I wouldn’t call it weakness, but unlike university-based settings, we do not have set scheduled or organized didactic program. At the same time, as one of the strengths it gives the opportunity to incoming residents to plan and tailor their program based on their interest.

Theme 2: Absence of clinical training

The absence of a clinical component was challenging for most residents and was considered a major weakness of the DPH residency programs. Only 2 of 18 (11%) interviewees at two university-based programs had received a supervised, limited clinical training:

…we have clinical component because we have a limited resident license, so we work outside [the university]. Our director lets us go quite a few times to do dentistry, and we were working under the supervision of the dental director of the clinic, so we were continuously being monitored. Scaling, diagnosing, treatment, many extractions, everything was included.

One recent graduate from a university-based DPH program stated that:

…one strength of my program that kind of changed over time that I had applied was that the program allowed me to practice one day clinically. But that has changed, and it is not there anymore. I would probably consider it a weakness; that was once a strength of theirs. They gave you the opportunity to be placed either at a community health center or at a dental school. Another DPH trainee said that …After all, we are dentists, even though we are in public health, we still will have contact with patients.

Noted by another interviewee:

…so all of the residents like endo residents, perio residents, we take classes sometimes with them, and we are the one who just stays quiet because we don’t know what to say. We don’t have much meaningful clinical exposure.

Having a clinical component during the DPH residency program was considered very important in future career plans and experiences in the field.

Theme 3: Limited DPH job opportunities for DPH graduates and specifically Non-US licensed dentists

Unfortunately, there are limited job opportunities for DPH graduates in oral health workforce; the experience was different among US licensed graduates and FTDs. Five of 18 interviewees were US licensed dentists; one US-trained dentist stated that

… the position that I was interested in applying after graduation was an oral health program director position which currently is directed by a registered hygienist, and when I inquired about the position, the response was that we have to pay more to a dentist for this position.

Another US licensed dentist mentioned that

… I am hired by the program that I spent my fieldwork on; I am responsible for administrative work which unfortunately I cannot apply my DPH knowledge and expertise in this position.

The remaining 13 of 18 interviewees (72%) were foreign-trained dentists (FTD) only one of them had a US dental license before getting admitted to the DPH residency program, 10 FTDs had no US dental license, and only two had taken required regional exams through various State Dental Boards to get their US dental licenses after their DPH residency programs. Interviewees who were FTDs, were unanimous in stating that the absence of a US dental license made finding DPH-related jobs arduous. Although US States have various requirements permitting dentists to practice dentistry, but a US dental license was required for most prestigious DPH-related jobs such as faculty positions, and county or State Dental Director even though these positions are not clinical positions. One of the trainees stated that:

… I have to be honest that after receiving my postdoctoral DPH certificate, the job options in Dentistry or Dental Public Health have not increased even after 20 months of my graduation. Despite my “overqualified” background, the main request has been to have a clinical license to design, manage or evaluate several oral health projects, hence, it has been the principal barrier to continue working in Public Health Dentistry. I continue applying my newly DPH skills in pro bono activities, but my current and potential job opportunities are not related or increased because of my postgraduate training in DPH.

Another trainee mentioned that:

…even though we want to be a public health professional, we need a [dental] license.

Theme 4: Broadly-defined syllabus for the ABDPH certification examinations

All DPH trainees were interested in taking the ABDPH certification examinations to become diplomates. In 2018 and 2019, 11 of the interviewees took the ABDPH written examination. Only 6 (33%) had received any board preparation coursework during their residency programs. One of the interviewees noted:

…we didn’t have any board preparation course, that is also one of the weaknesses. The problem is that the board doesn’t have any set guidelines or syllabus for the board exam. …So, it’s very diverse. I have taken so many exams in my life (WREB, NBDE part 1 and 2), and every exam has guidelines or syllabus. But for some reason, the DPH board exam doesn’t have that and I think someone has to come forward and ask the board to provide us with something. Or the school has to ask for some kind of boundaries in which we can study.

Another interviewee stated:

…Unfortunately the difference between DPH residency program and the other residency programs is that we don’t have any specific reference book. We only have one outdated reference (Burt & Eklund-2005), but the other residents have, for example, three, four, five, six, I don’t know, 10 reference books, but they know that everything would be from those books. But we have this problem in DPH that they say you have to know everything. Even though those who are diplomate, or directors, I think they don’t know everything, but they know many things but not everything. So, it’s an unreasonable expectation for us.

Theme 5: Partial financial support for most DPH programs

In this study, 11 of 18 (61%) DPH trainees received some type of financial support for their programs, with or without the tuition fees. Financial support was one major factor that influenced the decision to apply to certain DPH programs. The absence of financial support was a source of stress for residents, creating struggles with living expenses, and the need to find jobs during their residency programs just to survive, especially for out-of-state trainees. One trainee noted:

…Obviously, a challenge was not having a stipend… that was unrealistic to have to support myself financially for a year in a completely different state than I was living in. Moving to another state, as well as, figuring out how I was going to exist without a full-time job or without income, that was definitely a real challenge… added extra elements of stress too.

Another trainee noted that:

…Making sure that the residents get the funding support to go to more than one conference because that was something that I did, but I did it with my own resources. I think it’s valuable for all the residents to go to NOHC but also maybe to other conferences that they may be interested in like local conferences that may happen in their city or state. I thought that could have been a valuable part of my residency.

Table 3 summarizes the recommendations of DPH postgraduate trainees of this study to decrease challenges during DPH residency programs.

This qualitative research study is the first to explore experiences, challenges, and opportunities that US DPH postgraduate trainees have encountered during and after their residency programs (after the updated competencies). We recruited a diverse group of DPH trainees from 12 of the 15 US DPH residency programs based on the inclusion criteria; at least one resident from 12 US DPH programs willingly participated in the study. Majority of study participants (61%) were female similar to the ADA’s SADE in 2018–2019 (68%) and 2019–2020 (74%) ( Table 4 ).

In addition to some challenging experiences similar to other dental or medical postgraduate trainees such as educational and financial difficulties [ 10 – 17 ], we identified pervasive and unique challenges for DPH postgraduate trainees and graduates. Variations between DPH residency programs revealed in this study show that DPH trainees often received varying degrees of training despite having the same goal—fulfilling 10 core DPH competency areas. As such, unstructured, partially-structured, and self-directed programs have exposed DPH trainees to more challenges such as struggling to learn a broad array of topics in a short period of time. This coupled with the broadly-defined criteria for the four-part ABDPH certification examination often created a perceived difficulty with preparing for the board certification examinations. Almost all interviewees expressed their interest in attempting the board certification examinations, and becoming ABDPH diplomates for the prestigious social and professional recognition it symbolizes. However, the challenges identified in this study within the respective DPH programs and the seeming irrelevance of the DPH board certification/diplomate status on the job market make pursuing ABDPH certification examination unattractive; for example, the lack of board preparation courses and sample questions, broad study topic areas along with enormous online DPH resources, and an outdated reference book (at the time of this study) were considered as main challenges pursuing DPH board exam. Fortunately, the release of the seventh edition of the Burt and Eklund’s Dentistry, Dental Practice, and the Community in 2020 provided a useful guide for new DPH trainees, however, the board exam evaluates DPH trainees knowledge beyond the textbook which is challenging. Considering about 190 active diplomates in 2020 from about 850 DPH specialists, more DPH graduates need to be encouraged to obtain board certification, hence, this issue is closely related to future job opportunities for ABDPH diplomates.

Despite DPH graduates and trainees enthusiasm in pursuing DPH-related careers, the paucity of DPH-related jobs often led trainees to pursue entry-level or postdoctoral research positions (often non-dental), enroll in other dental specialty programs to improve their clinical skillset and employability, or accept jobs that they could have performed without having the DPH specialty training and spending their time and resources. Both US-licensed and FTD DPH graduates and trainees experienced challenges with finding DPH-related jobs, however, the burden was more significant for the FTDs. FTDs represented a high percentage of interviewees (72%), which aligns with the average enrollment in DPH programs for 2018–2019 (74%) [ 20 ] and 2019–2020 [ 4 ] (62%). For most FTD DPH graduates, there are usually two main career options upon graduation: (1) Find a public health job such as an (oral) epidemiologist, a program coordinator, or a research assistant that does not require a US dental license; in which case just having an MPH or doctoral degree in any public health field would suffice, without the need for additional DPH training; or (2) Devote the time and resources to obtain a US dental license, which often involves extensive personal preparation, and practice for the regional dental examinations, and application to the limited number of State Dental Boards that are willing to accept FTD DPH graduates. Unfortunately, these two options often lead to a deviation from their original DPH career path in search of the more readily available clinical jobs. This is an unfortunate situation to meet local and national needs for a competent and diverse DPH workforce. DPH residency program is one of the five postgraduate programs (oral medicine, orofacial pain, oral and maxillofacial radiology, and oral and maxillofacial pathology) which have lower percentage of admitted applicants compared with other postgraduate programs. Considering the role that DPH specialists have in leadership, policy development, oral health strategic planning, surveillance systems to improve community’s oral health, this small size of graduates will expose various entities with challenges. There are reports emphasizing on the shortage of DPH workforce since 1998 [ 21 – 23 ] proposing training, financing, and workforce development strategies while recommending all stakeholders work together to overcome the shortages [ 23 ]. In 2002, Health Resources and Services Administration (HRSA) requested a proposal to suggest strategies to improve DPH workforce supply [ 23 ] however, since then HRSA still encourages grant applications of DPH programs offered by dental schools to improve the Postdoctoral Training in General, Pediatric, and Public Health Dentistry to improve access to, and the delivery of, oral health care services for all individuals, particularly vulnerable populations and individuals located in rural and/or underserved areas by preparing general, pediatric, and public health dentists to practice in, and lead, new models of oral health care delivery [ 24 ].

Unfortunately, there are no established strategies to position DPH trainees in DPH-related jobs after graduation to reinforce DPH workforce supply.

Two Healthy People 2020 (HP 2020) Public Health Infrastructure objectives (17–1, 17–2) to “increase the proportion of States (including the District of Columbia) and local health agencies that serve jurisdictions of 250,000 or more persons, and Indian Health Service Areas and Tribal health programs that serve jurisdictions of 30,000 or more persons, with a dental public health program directed by a dental professional with public health training” [ 25 ] have been removed from HP 2030 Public Health Infrastructure objectives. According to the 2017–2018 report of the Association of State and Territorial Dental Directors (ASTDD) 30 states are directed by a dental professional with public health training [ 26 ]. Although, this met the HP 2020 objective but there is no indication that these states are directed by DPH specialists, ABDPH diplomates, or dental professionals with public health training. In addition, it is not clear if the remaining states have addressed the problem and there was no need to include this objective in HP 2030.

In addition to two career paths mentioned for DPH graduates, there is a third path: taking the long route by enrolling and graduating from CODA-accredited predoctoral dental programs, and completing the required regional examinations to obtain US dental license from their respective State Dental Boards of registration again dissipating time and resources which then more resources need to be devoted to improve postdoctoral DPH residency programs, and then attract and retain DPH graduates in the DPH workforce. It seems that a DPH workforce needs assessment would be beneficial to determine the DPH workforce in local and national DPH programs, and provide DPH trainees with a clear landscape of the DPH job market [ 27 , 28 ]. DPH specialists can also serve as the leaders of the dental community during disease outbreaks and pandemics, responsible for developing evidence-based practice guidelines about the oral manifestations of the new infectious diseases, infection control protocols, and patient safety. Providing their expertise and points of view, DPH specialists play executive roles in their workplace in mobilizing partnerships and collaborations among educational, governmental, and private sectors, and health organizations to plan and implement community-based oral health programs [ 1 ].

Furthermore, periodic surveys of recent DPH graduates regarding their confidence in the ten DPH competencies, job opportunities, and career needs could provide valuable information for DPH programs on ways to optimize this specialty for the greatest impact in the society. A recent study on assessing the DPH trainees self-efficacy to fulfill core competencies showed that trainees had some challenges in achieving some required skills such as leadership, policy, and advocacy; more work is needed to evaluate the degree of implementation of the new core DPH competencies in the DPH programs, and their residents’ self-efficacy to fulfill these roles upon graduation [ 29 ].

One limitation of this study was inability to recruit participants from three non-dental school based US DPH residency programs. However, since participation was voluntary, we had at least one participant from 80% of the US DPH programs.

This qualitative study has explored challenges and opportunities that recent US DPH postgraduate trainees experienced during and after their residency programs. DPH postgraduate trainees had various educational programs, coursework, and board preparation challenges and opportunities. Both US-trained and FTD DPH postgraduates experienced difficulties in finding DPH-related jobs to apply their DPH training and skills. All DPH stakeholders need to come together to begin systematically addressing these challenges and create a future to move the DPH specialty into the 21st century and build a pipeline of competent trainees who are ready for future public health challenges.

ACKNOWLEDGMENT

Sepideh Banava has been supported by an institutional NIH/NIDCR award T32DE007306 at the University of California San Francisco as part of her postdoctoral program. The funders played no role in determining the methods or conduct of this study.

Department of Dental Public Health

Dental public health is the specialty of dentistry that promotes oral health as well as the prevention and control of dental diseases. The  American Association of Public Health Dentistry  identifies several ways that public health dentists can promote oral health, such as assessing the oral health needs of the community, developing and implementing oral health policy and providing programs and services that address oral health issues. The department coordinates the  Student Community Outreach Program and Education (SCOPE)  and offers a   Certificate in Dental Public Health

Almost all oral diseases can be prevented, however diseases such as caries or “cavities” remain the most common chronic disease of children ages five through 17 in the U.S. and around the world. With increasing links between oral health and systemic health, it is of increasing importance for public health dentists to educate the community about oral health issues.

The Department of Dental Public Health has three objectives that play a crucial role in support of the school’s teaching and service mission:

• Providing high quality education
• Conducting scholarly research
• Acting as a resource service unit in public health dentistry

Education for the Future

The Department of Dental Public Health educates residents and pre-doctoral (DMD) students with a curriculum that is rooted in critical thinking, evidence-based care, and clinical competence. This innovative and relevant curriculum prepares students for the practice of dentistry in the twenty-first century. Over the past five years, the department has witnessed marked increases in research productivity, as well as nationally recognized community service.

Research and Resources that Change Lives

Faculty in the Department of Dental Public Health are engaged in high-quality research to advance knowledge in dentistry. The department acts as a resource service unit throughout the School of Dental Medicine, the University of Pittsburgh, and in the community. Through its extensive program of community service, the department contributes to the expansion of frontiers in oral health.

Ongoing goals

• Further expanding teaching electives
• Expanding support of community-oriented dental public health programs
• Strengthening Pitt Dental Medicine's interaction with the community
• Growing of the research program within the  Center for Oral Health Research in Appalachia

Learn about Pitt Dental Medicine Dental Public Health faculty

Student Community Outreach Program and Education (SCOPE)

For students with a strong interest in improving the oral health of the community 

A University-based program for those interested in an academic career in dental medicine

We have 2 dental public health PhD Projects, Programmes & Scholarships

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Some or all of the PhD opportunities in this programme have funding attached. Applications for this programme are welcome from suitably qualified candidates worldwide. Funding may only be available to a limited set of nationalities and you should read the full programme details for further information.

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Doctor of Philosophy (PhD) in Health Policy and Management

Offered By: Department of Health Policy and Management

Onsite | Full-Time | 4–5 years

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About the PhD in Health Policy and Management Program

The PhD in Health Policy and Management is a full-time doctoral program that trains its students to conduct original investigator-initiated research through a combination of coursework and research mentoring. The curriculum includes core coursework that is common across the four concentrations and courses specific to each individual concentration. Applicants to the PhD in Health Policy and Management apply directly to one of four concentrations. All four options have the same deadline, structure, and funding.

Concentration Areas

This concentration is designed for students interested in conducting independent research on ethical issues in public health policy, research and practice such as domestic and international research ethics, learning health systems, emerging biomedical technologies, ethics and public health genetics, national and global food policy, access to care and health care priority setting. By the end of their training, students are equipped to function as independent researchers, conducting empirical research related to bioethics, public health and health policy, as well as prepared to provide practical and normative recommendations regarding ethics and public health policy.

View more program information about the Concentration in Bioethics and Health Policy.

This concentration is designed for students interested in preventing leading public health problems through the development, analysis, implementation and evaluation of public health policies. Students affiliated with this concentration employ an interdisciplinary approach to their research in areas such as environmental and occupational health policy, injury prevention and control, social policy, and health and the practice of prevention.

View more program information about the Concentration in Health and Public Policy .

This concentration prepares doctoral students for conducting innovative and rigorous research on the economics of health and healthcare. The curriculum stresses a solid grounding in applied modern microeconomic theory, quantitative methods, and econometrics applications. Students take courses through the Department of Economics in the Krieger School of Arts and Sciences.

View more program information about the Concentration in Health Economics and Policy.

This concentration prepares doctoral students for conducting innovative and rigorous quantitative and qualitative research and evaluation in health services delivery. The curriculum includes exposure to a wide variety of research methods, content areas, and datasets. It also offers the opportunity for in-depth study in areas such as public health informatics, quality of care and patient-centered outcomes research, including a focus on older adults, and health care disparities.

View more program information about the Concentration in Health Services Research and Policy.

Curriculum for the PhD in Health Policy and Management

Browse an overview of the requirements for this PhD program in the JHU  Academic Catalogue  and explore all course offerings in the Bloomberg School  Course Directory .

What Can You Do With a Graduate Degree In Health Policy And Management?

Our graduates graduates pursue research careers in top-tier universities, research and policy-making organizations, the health care industry and government agencies. Visit the  Graduate Employment Outcomes Dashboard to learn about Bloomberg School graduates' employment status, sector, and salaries.

Admissions Requirements

For general admissions requirements, please visit the How to Apply page. All concentrations follow the same admission process. Please see below for full details on the scope of each concentration.

PhD in Health Policy and Management – Bioethics and Health Policy

PhD in Health Policy and Management – Health and Public Policy

PhD in Health Policy and Management – Health Economics and Policy

PhD in Health Policy and Management – Health Services Research and Policy

For general information regarding tuition and fees, visit the Bloomberg School’s  Tuition and Fees  page.

Per the Collective Bargaining Agreement (CBA) with the JHU PhD Union, the minimum guaranteed 2025-2026 academic year stipend is $50,000 for all PhD students with a 4% increase the following year. Tuition, fees, and medical benefits are provided, including health insurance premiums for PhD student’s children and spouses of international students, depending on visa type. The minimum stipend and tuition coverage is guaranteed for at least the first four years of a BSPH PhD program; specific amounts and the number of years supported, as well as work expectations related to that stipend will vary across departments and funding source. Please refer to the CBA to review specific benefits, compensation, and other terms.

Need-Based Relocation Grants Students who  are admitted to PhD programs at JHU starting in Fall 2023 or beyond can apply to receive a need-based grant to offset the costs of relocating to be able to attend JHU.   These grants provide funding to a portion of incoming students who, without this money, may otherwise not be able to afford to relocate to JHU for their PhD program. This is not a merit-based grant. Applications will be evaluated solely based on financial need.  View more information about the need-based relocation grants for PhD students .

Questions about the program? We're happy to help. [email protected]  

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PhD Benefits Overview

The following benefits are available to PhDs at Johns Hopkins University.

PhDs are auto-enrolled into individual medical coverage. The plan is administered by Wellfleet and utilizes the Cigna PPO network of providers. Prescription coverage is included in the medical plan. For more information about the plan, please visit: Wellfleet Medical Plan – JHU Human Resources

To enroll dependents into medical coverage, please visit: https://students.care26.com/login

PhDs are auto-enrolled into individual level dental coverage. The plan is offered in partnership with Delta Dental and utilizes the Delta Dental PPO + Primer network of providers. For more information about the dental plan, please visit: Delta Dental Plan – JHU Human Resources

To enroll dependents into dental coverage, please visit: https://students.care26.com/login

PhDs are auto-enrolled into individual level vision coverage through EyeMed on the Insight Network. For more information about the vision plan, please visit: EyeMed Vision Plan – JHU Human Resources

PhDs at the University are required to re-enroll their dependents each semester (Fall/Spring) or each Term (Term 1, Term 2, Term 3, and Term 4) for BSPH.

Effective 8/15/2024 , PhDs are eligible to be reimbursed for their dependent premiums if they enrolled a child or spouse/domestic partner that is not eligible to work in the US and does not have other insurance coverage. To complete the application for reimbursement, please follow this link.

PhDs submitting for reimbursement must do so within 90 days of payment and will need to upload a copy of their receipt for the student benefits office to review here .

As a PhD student, you can participate in a voluntary benefits program to purchase a discounted legal services plan. You can enroll during annual enrollment (7/1 – 9/15 each year).

The MetLife Legal Plan gives you access to a nationwide network of more than 12,000 attorneys, to help you and your dependents with vital legal matters such as estate planning, financial, and support with reproductive issues. You can receive a consultation over the phone or in person.

To enroll, please visit: phd.jhuvoluntarybenefits.com

As a PhD student, you can participate in a voluntary benefits program to purchase Pet Insurance. You can enroll in the program at any time.

Nationwide pet insurance helps you cover veterinary expenses so you can provide your pets with the best care possible without worrying about the cost.

For more information and to enroll into pet insurance, please visit: phd.jhuvoluntarybenefits.com

As a PhD student, you can participate in a voluntary benefits program to purchase Identity Protection. You can enroll in the program at any time.

With Allstate Identity Protection Pro Plus, you’ll get access to: identity and credit monitoring, dark web monitoring, social medical reputation monitoring, financial threshold monitoring, digital wallet storage and monitoring, data breach notification, and more.

For more information and to enroll, please visit: phd.jhuvoluntarybenefits.com

PhD students are eligible to be reimbursed for bus passes purchased through the MTA All Access College Program or through the U-Pass program. PhDs can be reimbursed for 2 passes at one time. Each pass is valid for 31 days. Reimbursement for passes will be processed through concur and must be submitted within 90 days of payment.

PhDs must opt-in to have their information shared with the MTA / U-Pass for discounted bus passes. To Opt-In, PhDs must complete this form.

To submit your receipt to Concur, please visit: https://login.johnshopkins.edu/concur

PhDs in full-time resident status will receive child subsidies of $4,500 per child per fiscal year for eligible children under the age of six (6) or $3,000 per child aged six (6) to eighteen (18), with a maximum of $12,000 per family per year.

Must be eligible dependents under the Student Health Benefits Plan (SHBP).

PhDs with adult dependents as defined by Section 152 of the Internal Revenue Code will qualify for this benefit at a rate of $3,000 per dependent per fiscal year.

Dependents are defined as anyone for whom you provided more than 50% of the financial support for the year, as defined in Section 152 of the Internal Revenue Code, and who resides in your home at least one-half of the taxable year.

The subsidies will be paid in installments over the course of the fiscal year.

To apply for the PhD Dependent Subsidy, please complete the online application.

At the end of the application, you will be required to upload copies of your dependent verification documents (child’s birth certificate or passport that shows their date of birth, copy of J-2 visa with dependents name and date of birth, or copy of marriage certificate with spouse’s name and date of birth). Please upload dependent verification documents here .

Student Health & Well-Being (SHWB) Primary Care consists of three clinic locations (Homewood, East Baltimore, and Washington DC) that provide a variety of medical services for the evaluation and treatment of an illness or injury, preventive health care and health education to the Johns Hopkins University student and trainee population. For more information or to schedule an appointment, please visit: Primary Care (jhu.edu)

Mental Health Services supports the diverse community of Johns Hopkins University students and trainees through the provision of accessible, high-quality and compassionate mental healthcare resources. We are committed to diversity, equity, inclusion, and justice and prioritize these values in our approach to clinical care as well as every aspect of the work we do. For more information or to schedule an appointment, please visit: Mental Health Services (jhu.edu)

PhD students are eligible to receive no less than 8 weeks of fully-paid new child accommodations. For more information please visit: New Child Accommodations for Full Time Graduate Students and Postdoctoral Trainees (jhu.edu)

The following benefits are administered by JHU Benefits & WorkLife.

Locate Search Child Care by the Maryland Family Network   (eligible at any time)

Child Care Voucher Program (eligible as of the date of appointment, application required annually)

Child Care Scholarships to JHU Partner Centers (eligible as of the date of appointment, application required annually)

Please contact 410-516-2000, [email protected] or [email protected] if you have questions about these programs.

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5 Best Universities to Study Public Health in Russia

Are you looking to study Public Health abroad? Russia is one of the top places you should consider. The country is known for its top universities, with programs and qualifications that are aligned with international standards.

Besides that, you also get to manage your finances while living abroad due to its relatively low cost of living and affordable tuition fees. Finally, studying Public Health means you’ll need to be competent in research and fieldwork, which Russian universities can surely prepare you for. To help you choose your host university, here are the top universities for Public Health in Russia!

Top Universities for Public Health in Russia

1. i.m. sechenov first moscow state medical university.

• Study Program
• Degree/s Offered: Master’s

The I.M. First Moscow State Medical University, or simply Sechenov University, is the oldest university for Medicine and a top institution for public health in Russia. Founded in 1758, it was initially the Imperial Moscow University’s medical faculty. However, it became an independent university in 1930, and in 1955, adopted the name of Russian Physiologist, Ivan Sechenov.

The university is among the higher education institutions in the country that offers a degree in Public Health. Its English-taught Master in Public Health focuses on teaching competencies in research and management activities of Public Health professionals. Moreover, it looks to provide education that is relevant to the global public health field, aligning with the Russian health standards.

Students take two years or four semesters to complete the program. In the first semester, students already dive into coursework, mastering core knowledge on public health and relevant factors, such as demography, biostatistics, and health management. The succeeding semesters also acquaint students with Information Technology and working with databases, crucial to collecting and handling data in their fieldwork. Finally, students complete a thesis and practicum during their third and fourth semesters.

2. International University of Fundamental Studies

The International University of Fundamental Studies (IUFS), founded in 1998, is a research university in St. Petersburg, Russia. It has 14 faculties, all offering undergraduate and graduate degree programs across various fields. As a research university, IUFS works with the Intergovernmental Higher Academic Council or IHAC, providing the medium for dissertations to find intended audiences and grant the researchers International Postgraduate Degree Qualifications.

The International University of Fundamental Studies is also one of the top universities to study Public Health in Russia. It offers the Master in Public Health program, taught in Russian and English. This four-semester program covers fundamental competencies in subfields, such as epidemiology, biomedical statistics, health policy and administration, and environmental and occupational health.

Interested applicants for the Master in Public Health program at the IUFS must have at least a bachelor’s degree in biology, physiology, environmental sciences, or any related field. The admission process also requires applicants to submit a comprehensive study plan and personal statement. Finally, students should be able to present reference letters

3. Northern State Medical University

Founded in 1932, the Northern State Medical University (NSMU) provides medical education to the northern part of Russia. The university has 16 institutes and faculties, offering programs from pre-high school teaching to vocational training to postgraduate studies. Some of the academic fields the university offers are Medicine, Dentistry, Medical Psychology, Social Work, and Pharmacology.

With its focus on health and environmental aspects of health, the university offers the Master in Public Health degree program through the Arkhangelsk International School of Public Health. The program aims to provide foundational knowledge for the practice and research of Public Health professionals. Moreover, it’s a two-year full-time program that requires the completion of 120 credit units. Each credit unit is equal to 36 hours of coursework, involving classroom instruction, homework, practice, and research work. Students are also expected to have excellent English language skills.

You can take the master’s program part-time, allowing you to complete it in two and half years. Either full-time or part-time, you’ll still go through the same coursework and allot your last semester to thesis writing. At the end of your education, you’ll receive a Russian MPH diploma, with Russian and English appendices aligned with the European Commission and UNESCO standards.

4. St. Petersburg University

• Degree/s Offered: Ph.D.

St. Petersburg State University or just St. Petersburg University is a leading university for public health in Russia that was established in 1724 through the decree of Peter the Great, making it the oldest in the country. Since its foundation, the university has focused on science, engineering, and humanities research. It has two campuses at two locations in St. Petersburg: Vasilievsky Island and Peterhof. The university has 24 specialized faculties, providing extensive education in various fields, such as International Relations, Law, and Philosophy.

Among its 400 degree programs is the Aspirantura Programme in Public Health and Preventive Medicine, which is equivalent to a Ph.D. It is a three-year full-time program taught in Russian and covers main academic courses. These include Public Health and Health Care Management, History and Philosophy of Science, and Psychology of the Treatment Process.

Besides the main courses, students are also required to take foreign languages, such as Spanish, German, and French. In relation to that, the program includes Foreign Language Academic Writing course. After all, the program is heavily research-oriented and students should be equipped on all aspects of conducting research, including writing and communication. After completing their studies, students can either join research in the medical science field or teach in higher education institutions.

5. ITMO University

ITMO University was established in 1900 as a Watchmaking, Optics, and Mechanics Department of the Prince Nicholas Vocational School. During that time, it was the only department that trained specialists in those fields. Since then, the department underwent major changes, from being a college to a university, and finally being the research university it is known today. ITMO University has four schools and 14 faculties, extending its research focus beyond information and photogenic technologies.

Through its Center for Science Communication, the university offers an excellent Master in Public Health degree program in Russia. The program features the integration of technology and research, as well as evaluating interventions for socially concerning health problems. Students take four semesters to complete the degree program, with the first three covering coursework. On the other hand, the final semester is left for a research internship and completion of the Master’s thesis.

We hope that this article on the Best Universities for Public Health in Russia was helpful. To know more information on how you can study in Europe, check out the Available Programs for International Students .

About the Author: Hyun Lee

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About UMSOD

Umsod’s pediatric dentistry chair earns two national oral health awards.

June 25, 2024    |   By Bethany Probst

Vineet Dhar, BDS, P hD, assist ant dean of Postgraduate and Professional Studies in Dentistry , clinical professor and chair of the Department of Orthodontics and Pediatric Dentistry at the University of Maryland School of Dentistry (UMSOD) , received national recognition for his work as an educator and evidence-based dentistry researcher . Dhar was also installed as a new American Board of Pediatric Dentistry ( A B PD ) board member ; he will serve in the role of director. 

Vineet Dhar, BDS, PhD, assistant dean of Postgraduate and Professional Studies in Dentistry, clinical professor and chair of the Department of Orthodontics and Pediatric Dentistry, holding the Suzi Seale Evidence-Based Dentistry Service Award next to co-recipient Cameron L Randall, PhD, University of Washington School of Dentistry, who served as a member of the workgroup that Dhar chaired.

The ABPD holds the critical responsibility of steering the organization by governing, developing policy, and setting strategic direction. Comprised of six directors, each serving a six-year term, the Board of Directors ensures that ABPD remains focused on promoting excellence in pediatric dentistry through its leadership and vision. Dhar’s appointment signifies a commitment to upholding and advancing the organization’s high standards and goals, said the ABPD in a statement announcing his appointment.     

Dhar also recently received the Foundation of College of Diplomates (FCOD) Dr. Ronald A. Bell Mentor of the Year Award. The honor recognizes an individual who has been instrumental in mentoring pediatric dentistry residents and new pediatric dentists. The award includes a $2,500 donation to UMSOD’s pediatric dentistry program.  

“Mentoring the next generation of pediatric dentists has been one of the most fulfilling aspects of my career,” Dhar says. “To be recognized for those efforts is humbling and provides continued motivation to guide and support our residents and new pediatric dentists."  

Dhar also received the Suzi Seale Coll Evidence-Based Dentistry Service Award in recognition of his role as chair of the AAPD Behavior Guidance Workgroup. The award, which he also received in 2022, honors a pediatric dentist who has made outstanding EBD contributions to the profession either through service, publications, or policy development.   

Over the last decade,  Dhar has earned many notable EBD awards, including the AAPD’s 2016 Paul P. Taylor Award for his systematic review evaluating the effectiveness of current therapies for early childhood caries, and the American Dental Association and American Association for Dental, Oral, and Craniofacial Research’s 2018 Evidence-Based Dentistry Mid-career Faculty Award, which is presented to an oral health professional who demonstrates leadership in implementing EBD in research, practice, and education and has contributed  to the scientific knowledge base.       

The honor will further fuel his “ commitment to translating high-quality research into practical clinical recommendations, ultimately elevating the standard of care for pediatric dental patients,” Dhar said.  

“Leading the Behavior Guidance Workgroup has allowed me to collaborate with an outstanding team to develop evidence-based guidelines that can positively impact how we approach patient care,” he says. “This award reinforces the importance of integrating research into clinical practice.”  

To read more about Dhar, visit: www.dental.umaryland.edu/pediatric/faculty-and-staff/dr-vineet-dhar/ .    

The University of Maryland, Baltimore is the founding campus of the University System of Maryland. 620 W. Lexington St., Baltimore, MD 21201 | 410-706-3100 © 2023-2024 University of Maryland, Baltimore. All rights reserved.

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Trump Says He Would Give Green Cards to All Foreign College Students at Graduation

Mr. Trump’s promise to Silicon Valley investors was a sharp departure from immigration curbs he enacted during his presidency. His campaign walked it back soon after.

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By Chris Cameron

• June 20, 2024

Donald J. Trump said he would push for a program that would automatically give green cards to all foreign college students in America after they graduate, a reversal from restrictions he enacted as president on immigration by high-skilled workers and students to the United States.

But hours after Mr. Trump’s remarks aired, his campaign’s press secretary, Karoline Leavitt, walked back the former president’s comments, saying in a statement that there would be an “aggressive vetting process” that would “exclude all communists, radical Islamists, Hamas supporters, America haters and public charges ” and that the policy would apply only to the “most skilled graduates who can make significant contributions to America.”

Appearing with the host David Sacks, a Silicon Valley investor who backs the former president’s 2024 campaign , on a podcast that aired Thursday afternoon, Mr. Trump had repeated his frequent criticism of high levels of immigration as an “invasion of our country.” But he was then pressed by Jason Calacanis, another investor who hosts the podcast, to “promise us you will give us more ability to import the best and brightest around the world to America.”

“I do promise, but I happen to agree,” Mr. Trump said, adding “what I will do is — you graduate from a college, I think you should get automatically, as part of your diploma, a green card to be able to stay in this country, and that includes junior colleges.”

It would have been a sweeping change that would have opened a vast path to American citizenship for foreigners. The State Department estimated that the United States hosted roughly one million international students in the academic year that ended in 2022 — a majority of whom came from China and India. The United States granted lawful permanent residence to roughly one million people during the year that ended in September 2022, so such a policy change would significantly increase the number of green cards issued.

Mr. Trump suggested on the podcast that he had wanted to enact such a policy while in office but “then we had to solve the Covid problem.” The Trump administration invoked the pandemic to enact many of the immigration restrictions that officials had wanted to put in place earlier in Mr. Trump’s term .

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