Lasting Impressions | Fall 2015

NSU COLLEGE OF DENTAL MEDICINE © 21 The concept, launched in 2011, came together as a result of the CDM’s strategic planning in which efforts were made to improve integration in dental education and communication. This process coincided with initiatives from national organizations such as the American Dental Education Association (ADEA) and the Commission on Dental Accreditation (CODA). What emerged from the CDM and other changes occurring in dentistry was simply a rethinking of how the system could better benefit both students and their patients. “The team leader concept allows dental students to have direct, one-on-one mentoring with their team leaders, who facilitate and support the students’ learning of clinical dentistry and provision of comprehensive dental care,” said Linda Niessen, D.M.D., M.P.H., dean of the CDM. “In addition to clinical dentistry, the team leaders provide practical insights when caring for patients and role models for the professional behavior required for the successful practice of dentistry.” The team leaders mentor and advise in a one-on-one relationship with a relatively small group of 16 third-year and 16 fourth-year students. Personalized Education The team leaders identify their students’ strengths and are available to assist them in areas in which they may require additional support. “It allows a more personalized teaching environment for the student,” Lara said. “You develop a close relationship with your students and the lines of communication are open,” added Kilinc. Each student examines his or her patients to make proper diagnoses. This oral examination and diagnostic process is designed to bring faculty members, students, and patients closer together to ensure that treatment meets the needs of all patients. Students use that information to sequence at least two treatment plans (and sometimes more) for their patients. Patients, in turn, have the option to choose the plan that best serves their needs. The team leaders get to know their students’ patients better as well, making themmore effective in overseeing treatment plans developed by the students and in supervising their execution. “You can manage the treatment better if you are familiar with the patient and the case,” Kilinc said. “We are implementing the integration of knowledge early on,” Lara said. “We (team leaders) are the bridge on how to apply everything they have learned into the clinical setting.” In the past, numbers were a big part of the system. To graduate, students were required to do a certain number of restorations, crowns, and so forth. Students could become so focused on meeting the requirements that they could lose sight of comprehensive patient treatment. “Now, we make sure the patient is the center of attention for the student,” Lara said. Each fourth-year student is paired up with a third-year student, and they share the same patient family. When the fourth-year student graduates, treatments that are in process are continued by the rising fourth-year student with whom the patient is already familiar. This is designed to ensure a smooth transition as treatment is completed. “There is Opposite page:Third-year student Thebis Alvarez, standing, discusses treat- ment options with her patient, while fourth-year student William Zenga goes over radiographs with Professor Elaine Lara, seated, during a team session. Left: Fourth-year student Benjamin Byington and third-year student Aman- deep Chadda are treatment planning with Professor Evren Kilinc. Below: Fourth-year student Liem Nguyen and Professor Kilinc evaluate a patient’s bite using dental models, while fourth-year student Abelardo Daya Attie treats his patient.