IADR Abstract Archives
Transforming Dental Clinical Research Education: Insights From ClinTrain-RIDeS
Objectives: This investigation assessed a new postgraduate course in an NIDCR Practice-Based Research Integrating Multidisciplinary Experiences in Dental Schools (PRIMED) initiative awardee to enhance clinical research skills among dental postgraduate residents.
Methods: Building on the strengths of established dentistry and Clinical and Translational Sciences Institute courses, the postgraduate course was developed over six months. The curriculum included pre-class readings, video lectures, quizzes, and individual assignments. Course participants included residents and UC-Howard University undergraduate research fellows. In-person sessions featured lectures and interactive small groups (1:7 faculty:resident ratio), allowing for individualized weekly feedback. The course culminated in residents developing and presenting individual research protocols, and pre- and post-course evaluations assessing course components.
Results: Twenty-one residents from 8 dental specialty programs enrolled and 3 UC-Howard University undergraduate research fellows audited the course. The course’s interactive format fostered engagement as evidenced by high attendance, active participation in discussions/group work, timely completion of assignments, and positive resident evaluations. All residents performed well, successfully developing original research protocols. Assessments indicated improved research proposal writing skills, including developing research questions, study aims, sample size calculations, sampling plans, and data and safety monitoring plans. Residents agreed the course was well-organized, improved clinical research knowledge, and course assignments and assessments aligned with the learning objectives (Figure). However, they suggested modifications to the small group format, which will be incorporated next year. Among respondents, 80% recommended the course and 67% expressed interest in pursuing clinical oral health research as part of their future careers.
Conclusions: The dental clinical research course was successfully designed and implemented, meeting educational and grant objectives. Lectures, small group activities, and regular, frequent feedback enhanced clinical research skills. This model can serve as a template for similar programs aiming to strengthen research competencies in postgraduate dental education.
Methods: Building on the strengths of established dentistry and Clinical and Translational Sciences Institute courses, the postgraduate course was developed over six months. The curriculum included pre-class readings, video lectures, quizzes, and individual assignments. Course participants included residents and UC-Howard University undergraduate research fellows. In-person sessions featured lectures and interactive small groups (1:7 faculty:resident ratio), allowing for individualized weekly feedback. The course culminated in residents developing and presenting individual research protocols, and pre- and post-course evaluations assessing course components.
Results: Twenty-one residents from 8 dental specialty programs enrolled and 3 UC-Howard University undergraduate research fellows audited the course. The course’s interactive format fostered engagement as evidenced by high attendance, active participation in discussions/group work, timely completion of assignments, and positive resident evaluations. All residents performed well, successfully developing original research protocols. Assessments indicated improved research proposal writing skills, including developing research questions, study aims, sample size calculations, sampling plans, and data and safety monitoring plans. Residents agreed the course was well-organized, improved clinical research knowledge, and course assignments and assessments aligned with the learning objectives (Figure). However, they suggested modifications to the small group format, which will be incorporated next year. Among respondents, 80% recommended the course and 67% expressed interest in pursuing clinical oral health research as part of their future careers.
Conclusions: The dental clinical research course was successfully designed and implemented, meeting educational and grant objectives. Lectures, small group activities, and regular, frequent feedback enhanced clinical research skills. This model can serve as a template for similar programs aiming to strengthen research competencies in postgraduate dental education.
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