A positive relationship with periodontists or postdoctoral students is a strong predictor of whether a dental student will pursue a career in periodontics....

Building Relationships for Recruitment to Postdoctoral Perio Programs

A positive relationship with periodontists or postdoctoral students is a strong predictor of whether a dental student will pursue a career in periodontics.

Positive interactions between periodontists and general dentists can also improve the referral process. Attitudes regarding the scope of periodontics and the relationship between the specialist and general dentist are established during dental school. The following recommendations were developed by the AAP Committee on Education, based on the findings of the Sheps Center Study and discussion points of the breakout group sessions at the Educators' Workshop in 1999. These recommendations are aimed at building positive relationships among predoctoral students, postdoctoral students, faculty and practicing periodontists. The Academy hopes that periodontal programs will work with their faculty, postdoctoral students and regional periodontists to implement aspects of the following recommendations which are relevant to their situations.

Within the Dental School

  1. Predoctoral Curriculum
    1. Correlate didactic and clinical aspects to stimulate learning and interest. An example is to incorporate periodontal problem solving in basic science courses as a demonstration of clinical correlation and relevance.
    2. Introduce periodontal role models and rotations early in the dental student's experience.
    3. Implement an overview of clinical periodontics early in training emphasizing the expanded parameters of care to include the exciting new aspects of periodontal medicine and surgery.
      1. Provide rationale for surgery.
      2. Surgical exposure may be enhanced by:
        • observing/assisting with postgraduate student or faculty surgeries
        • surgical laboratories utilizing pig heads or other models
    4. Encourage research projects in periodontics for those students with an interest in research.
    5. Establish selective or elective courses to stimulate interest.

  2. Other Activities
    1. Externships or mini “internships” of varying duration, depending on time availability and scope (see Attachment A as example).
    2. Establish Periodontal Interest Groups
      1. Monthly, evening discussions held at the dental school with a catered meal for interested second, third and fourth year dental students.
      2. Meetings may be conducted by the department chair or rotated among full and part-time faculty.
      3. Possible discussion topics:
        • How to improve department teaching of periodontics, clarifying competency exams, etc.
        • Case presentations and discussion of problem cases.
        • Oral multiple choice questions are asked of the third and fourth year students as springboards for discussion.
        • Global dental issues such as liability insurance, third party payments, etc.
        • The discussion leader may have a topic planned for discussion but can also allow the student attendees to express and discuss their interests for the evening.
    3. Awards to students showing excellence in periodontics.
      1. The current AAP, Quintessence and local society awards are given at or near the time of graduation after specialty or general practice decisions have already been made.
      2. Special dental school awards for periodontal excellence may be given early in the dental students' education when they may have greater impact on a student's specialty selection.
    4. Explore additional sources for postgraduate stipends, such as GME funding.

  3. Cultivating the Potential Applicant Pool
    1. Identify and maintain contact with graduating students who have not applied to postdoctoral periodontal programs, but who have a potential interest in the specialty.
    2. Maintain communication with winners of school periodontal awards or those who have been in “periodontal honors” programs who have not applied for any specialty training.
    3. Target GPR and AEGD students.
      1. Encourage faculty to interact with students in GPR and AEGD programs, clinically and through seminars and other activities.
      2. Invite the GPR and AEGD residents to seminars, case presentations and continuing education (CE) courses on periodontics which are part of postdoctoral periodontic training.
      3. Encourage postgraduate periodontic students to become more involved with GPR and AEGD residents. For example, lunching with them on a regular basis to discuss periodontal cases of interest.
      4. Talk to periodontal postgraduate students about identifying potential applicants.
    4. Present periodontal CE courses directed toward exposing general practitioners to the expanding nature of periodontal therapy.
    5. Encourage faculty to serve as mentors and role models.
    6. Invite interested students to attend postgraduate periodontic seminars, consultant visits and continuing education (CE) courses.

  4. Utilizing Postdoctoral Students
    1. Explain the role of postdoctoral students as mentors.
      1. Provide orientation regarding what to expect from students and how to be a positive mentor.
      2. Consider a formal mentoring program, with postdoctoral students given clear goals and objectives.
    2. Establish active involvement of dental student in the postgraduate clinic.
      1. Orient dental students to the periodontal clinic and make certain they are familiar with the students and faculty, as well as the facility.
      2. Encourage co-management of medically compromised and advanced periodontitis patients.
      3. Introduce and expose dental students to a variety of surgical techniques.
    3. Emphasize to postdoctoral students the importance of building positive referral relationships for their future career and practice.
      1. Set guidelines for good referral communication with dental students.
      2. Have postdoctoral students send progress letters to dental students who have referred patients.

Outreach in the Community

  1. Working with periodontists in private practice
    1. Contact local practitioners to discuss the importance of mentoring predoctoral students.
    2. Promote involvement of private practitioners as volunteers or part-time faculty members at the predoctoral level and to serve as role models in pre- and postdoctoral programs.
    3. Encourage private practitioners to invite dental students to visit their offices and observe procedures.
    4. Provide orientation for mentors and volunteers, including: what to expect from students; what students expect from them; clinic protocol; etc.
    5. Appropriately utilize the skills of practitioners who volunteer and recognize their contributions to the program.

  2. Working with Periodontal Societies
    1. Inform dental students that they may attend any AAP Annual Meeting at no cost. Encourage them to attend when the meeting is local.
    2. Invite general practitioners, dental students excelling in periodontics and GPR/AEGD residents to regional periodontal meetings.
    3. Encourage the local dental society to develop a mentoring program between their members and students in your dental school.

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