How does the quality of faculty compare between online and traditional dental schools?

Okay, so I’m looking at going to dental school in the next couple of years, but the idea of online learning is super appealing to me, especially for some of the more didactic coursework. I know hands-on clinical experience will have to be in-person, but I’m wondering about the professors and lecturers themselves.

Specifically, I’m concerned about a few things:

• Credentials and Experience: Are faculty at online dental schools equally qualified compared to professors at brick-and-mortar institutions? I mean, are they all holding DDS/DMDs, PhDs, and have solid research backgrounds? Or are online schools hiring less experienced instructors?

• Teaching Effectiveness: Do professors at online dental schools have the necessary training and support to effectively teach in a virtual environment? It’s one thing to lecture in a classroom, but another to keep students engaged online.

• Research Opportunities: Are there opportunities to participate in research with faculty at online dental schools? This is important for my career goals.

• Access and Mentorship: How easy is it to get in touch with professors for questions or mentorship in an online program compared to in-person? I’m worried about feeling disconnected.

Basically, I want to know if going to an online dental school means I’m sacrificing the quality of the faculty I’ll be learning from. I really want a top-notch education, and the faculty are a huge part of that!

Answer

The quality of faculty between online and traditional dental schools is a complex issue with varying perspectives and limited direct comparisons due to the relative newness of fully online dental programs. Currently, fully online dental schools are rare. Hybrid programs, with online components, are more common. The following points detail how faculty quality can be compared and contrasted in these different settings:

Traditional Dental Schools:

• Experience and Credentials: Traditional dental schools generally boast faculty with extensive clinical experience, research backgrounds, and academic credentials. Many faculty members have DDS/DMD degrees followed by specialized training in areas like orthodontics, periodontics, oral surgery, etc. They often hold advanced degrees (MS, PhD) and have published research in peer-reviewed journals.
• Research Opportunities: Traditional dental schools are often affiliated with universities that have robust research infrastructure. Faculty members are actively involved in research projects, contributing to the advancement of dental knowledge and technology. This research involvement can enhance their teaching abilities and provide students with opportunities to participate in cutting-edge research.
• Mentorship and Clinical Supervision: Traditional dental schools offer extensive opportunities for mentorship and clinical supervision. Faculty members are readily available to guide students through clinical procedures, provide feedback on their performance, and offer career advice. The physical presence of faculty in clinics allows for real-time observation and guidance.
• Professional Networks: Faculty in traditional dental schools typically have established professional networks within the dental community. These networks can provide students with opportunities for externships, residencies, and future employment.
• Teaching Experience: Many faculty members in traditional programs have years of experience teaching dental students. They are familiar with the curriculum, teaching methods, and assessment techniques that are effective in dental education.
• Full-time vs. Part-time Faculty: Traditional dental schools utilize a mix of full-time and part-time faculty. Full-time faculty are dedicated to teaching, research, and administration, while part-time faculty often bring practical experience from private practice.

Online/Hybrid Dental Schools:

• Similar Credentials, Different Skill Sets: Online programs also require qualified faculty, holding similar degrees and specializations as their traditional counterparts. However, online faculty need additional skills in instructional design, online communication, and technology integration to effectively deliver content in a virtual environment.
• Focus on Instructional Design: A key difference is the emphasis on instructional design expertise. Online faculty often work with instructional designers to create engaging and interactive learning materials, such as videos, simulations, and virtual case studies.
• Technology Proficiency: Online faculty must be proficient in using various technologies, including learning management systems (LMS), video conferencing platforms, and virtual reality (VR) or augmented reality (AR) tools for simulations.
• Accessibility and Communication: While physically remote, online faculty need to be highly accessible to students through email, online forums, and virtual office hours. Effective communication and responsiveness are crucial for student success in an online environment.
• Clinical Instruction Challenges: A major challenge for fully online programs is providing adequate clinical instruction and supervision. Hybrid programs address this by incorporating in-person clinical rotations at affiliated dental clinics or simulation labs. The faculty overseeing these clinical experiences must meet the same standards as those in traditional programs.
• Emphasis on Asynchronous Learning: Online programs often rely heavily on asynchronous learning, where students access materials and complete assignments at their own pace. Faculty must design self-directed learning modules and provide clear instructions and feedback.
• Potential for Greater Diversity: Online programs may have the potential to attract a more diverse faculty from different geographic locations and backgrounds. This can enrich the learning experience for students by exposing them to a wider range of perspectives and expertise.

Comparison Considerations:

• Clinical Experience: The quality of clinical instruction is paramount in dental education. Traditional programs generally have an advantage in providing hands-on clinical experience due to the physical presence of faculty and the availability of patients. Hybrid programs strive to replicate this experience through clinical rotations. Fully online programs face significant hurdles in this area and often rely heavily on simulations.
• Research Opportunities: Traditional dental schools often have a stronger research focus than online programs, although this may change as online programs evolve and develop their own research infrastructure.
• Accreditation Standards: Dental schools, regardless of their delivery method (traditional, online, or hybrid), must meet accreditation standards set by organizations like the Commission on Dental Accreditation (CODA). These standards address faculty qualifications, curriculum, and clinical training requirements.
• Program-Specific Factors: The quality of faculty can vary significantly from one institution to another, regardless of whether it is a traditional or online program. Factors such as the school’s reputation, resources, and commitment to faculty development can all influence faculty quality.

Conclusion:

While online dental education is still in its early stages, the quality of faculty is a critical factor in determining the success of these programs. Online programs must ensure that their faculty possess not only strong clinical and academic credentials but also the skills and expertise necessary to deliver effective instruction in a virtual environment. Traditional programs, with their established infrastructure and emphasis on hands-on clinical training, generally have an advantage in terms of faculty experience and research opportunities. Hybrid programs represent a middle ground, combining the flexibility of online learning with the benefits of in-person clinical instruction. Ultimately, the quality of faculty in both online and traditional dental schools depends on the institution’s commitment to recruiting, developing, and supporting highly qualified educators.