SavedAdd your journal

Journals / Selcuk Dental Journal / 2026 / Volume: 13 Issue: 2

Opinions of Intern Dentists and Practicing Dentists on Integrated (Multidisciplinary) Clinical Education

Alpaslan Can Çelik(Selçuk Üniversitesi)0009-0008-9542-8566
Nimet Ünlü(SELÇUK ÜNİVERSİTESİ)0000-0002-6546-6368
Nevin Çobanoğlu(SELÇUK ÜNİVERSİTESİ)0000-0002-1633-8642
Merve Gürses(SELÇUK ÜNİVERSİTESİ)0000-0002-9161-9524
Pages
—
Publication Date
2026-08-24
🏛️Bibliographic metadata and full text access for this article are provided via DergiPark.
DergiPark Record ↗
✨

AI Summary & Key Takeaways

AI Insight
⚡ TL;DR(Too Long; Didn't Read)

Keywords: integrated clinical training, multidisciplinary dentistry, dental curriculum

📌 3 Key Takeaways

🎯
Objective & Hypothesis:Background: Integrated (multidisciplinary) clinical education is gaining increasing importance in dental curricula as an approach aimed at developing comprehensive treatment planning and clinical competence.
📊
Key Findings & Data:This study aims to evaluate the views of dental students, graduate dentists, and faculty members regarding integrated clinical education and to shed light on future curriculum arrangements.
💡
Conclusion & Impact:Keywords: integrated clinical training, multidisciplinary dentistry, dental curriculum
🔬Design:Survey & Empirical Study
📍Scope:Comprehensive Sample
⚙️Variables:integrated clinical training · multidisciplinary dentistry · dental curriculum

Abstract

Background: Integrated (multidisciplinary) clinical education is gaining increasing importance in dental curricula as an approach aimed at developing comprehensive treatment planning and clinical competence. This study aims to evaluate the views of dental students, graduate dentists, and faculty members regarding integrated clinical education and to shed light on future curriculum arrangements. Methods: A 13-question survey was prepared in Google Forms and distributed to fourth- and fifth-year dental students, licensed dentists, and faculty members nationwide. A total of 178 participants from eleven different dental faculties responded to the survey. The survey consisted of multiple-choice and 5-point Likert scale questions covering educational value, structure, duration, assessment methods, and open-ended feedback. The data were analyzed using descriptive statistical methods. Results: The vast majority of participants found integrated clinical training to be necessary and beneficial. Endodontics, restorative dentistry, prosthetic dentistry, and periodontology were identified as the most fundamental disciplines to include in integrated clinical training. Participants preferred a structured but time-limited model (half a term or annual practice in the final year). A multidimensional, points-based assessment system was deemed more appropriate than threshold-based systems based on patient or procedure counts. Open-ended responses emphasized the importance of quality and case complexity over quantity and highlighted concerns about stress, workload, and organizational issues. Conclusions: Students and graduates widely support integrated clinical education as a valuable educational model that promotes holistic treatment planning and multidisciplinary coordination. However, to maximize educational effectiveness, assessment systems, organizational structure, and student-centered practices need to be developed. Keywords: integrated clinical training, multidisciplinary dentistry, dental curriculum

🔖

Cite This Article

Çelik, A. C., Ünlü, N., Çobanoğlu, N., Gürses, M. (2026). Opinions of Intern Dentists and Practicing Dentists on Integrated (Multidisciplinary) Clinical Education. Selcuk Dental Journal, Volume: 13 Issue: 2. https://doi.org/10.15311/selcukdentj.1895501

📄 Full Text PDF Viewer

📄

PDF görüntüleyici hazırlanıyor...

References (21)

  1. Duffy TP. The Flexner Report--100 years later. Yale J Biol Med. 2011;84(3):269-76.
  2. Yip HK, Smales RJ. Review of competency-based education in dentistry. Br Dent J. 2000;189(6):324-6.
  3. Behar‐Horenstein LS, Catalanotto FA, Nascimento MM. Dental faculty members anticipate and implement case-based learning during and after training. J Dent Educ. 2015;79(9):1049-60.
  4. Dong H, Guo C, Zhou L, Zhao J, Wu X, Zhang X, et al. Effectiveness of case-based learning in Chinese dental education: a systematic review and meta-analysis. BMJ Open. 2022;12(2):e048497.
  5. Hudson JN, Weston KM, Farmer EA. Engaging rural preceptors in new longitudinal community clerkships during workforce shortage: a qualitative study. BMC Fam Pract. 2011;12:103.
  6. Hauer KE, O'Brien B, Poncelet AN. Longitudinal, integrated clerkship education: better for learners and patients. Acad Med. 2009;84(7):821.
  7. McLaughlin K, Bates J, Konkin J, Woloschuk W, Suddards CA, Regehr G. A comparison of performance evaluations of students on longitudinal integrated clerkships and rotation-based clerkships. Acad Med. 2011;86(10 Suppl):S25-9.
  8. Ellaway R, Graves L, Berry S, Myhre D, Cummings BA, Konkin J. Twelve tips for designing and running longitudinal integrated clerkships. Med Teach. 2013;35(12):989-95.
  9. İlgüy M, İlgüy D, Fişekçioğlu E, Oktay I. Comparison of case‐based and lecture‐based learning in dental education using the SOLO taxonomy. J Dent Educ. 2014;78(11):1521-7.
  10. Ogur B, Hirsh D. Learning through longitudinal patient care-narratives from the Harvard Medical School-Cambridge Integrated Clerkship. Acad Med. 2009;84(7):844-50.
  11. Hirsh DA, Ogur B, Thibault GE, Cox M. Continuity as an organizing principle for clinical education reform. N Engl J Med. 2007;356(8):858-66.
  12. Ogur B, Hirsh D, Krupat E, Bor D. The Harvard Medical School-Cambridge integrated clerkship: an innovative model of clinical education. Acad Med. 2007;82(4):397-404.
  13. Worley P, Prideaux D, Strasser R, Magarey A, March R. Empirical evidence for symbiotic medical education: a comparative analysis of community and tertiary-based programmes. Med Educ. 2006;40(2):109-16.
  14. Mihalynuk T, Bates J, Page G, Fraser J. Student learning experiences in a longitudinal clerkship programme. Med Educ. 2008;42(7):729-32.
  15. Teherani A, O'Brien BC, Masters DE, Poncelet AN, Robertson PA, Hauer KE. Burden, responsibility, and reward: preceptor experiences with the continuity of teaching in a longitudinal integrated clerkship. Acad Med. 2009;84(10 Suppl):S50-3.
  16. Hirsh D, Gaufberg E, Ogur B, Cohen P, Krupat E, Cox M, et al. Educational outcomes of the Harvard Medical School-Cambridge integrated clerkship: a way forward for medical education. Acad Med. 2012;87(5):643-50.
  17. Humphris G, Blinkhorn A, Freeman R, Gorter R, Hoad-Reddick G, Murtomaa H, et al. Psychological stress in undergraduate dental students: baseline results from seven European dental schools. Eur J Dent Educ. 2002;6(1):22-9.
  18. Rajab LD. Perceived sources of stress among dental students at the University of Jordan. J Dent Educ. 2001;65(3):232-41.
  19. Silverstein ST, Kritz‐Silverstein D. A longitudinal study of stress in first‐year dental students. J Dent Educ. 2010;74(8):836-48.
  20. Crego A, Carrillo-Diaz M, Armfield JM, Romero M. Stress and academic performance in dental students: the role of coping strategies and examination‐related self‐efficacy. J Dent Educ. 2016;80(2):165-72.
  21. Dawson LJ, Fox K, Jellicoe M, Adderton E, Bissell V, Youngson CC. Is the number of procedures completed a valid indicator of final year student competency in operative dentistry? Br Dent J. 2021;230(10):663-70.