Dental Schools

Since the successful sequencing of the human genome in 2001, the pace of emergence of new diagnostic and therapeutic biotechnologies from basic research laboratories to translational research has accelerated.  As research on the human genome continues, the pace of transfer of laboratory findings to translational research is expected to accelerate.  By 2009 many of these emerging biotechnologies have entered the developmental pipeline and are expected to enter the marketplace in the next few years.  Some examples of diagnostics are those in salivary diagnostics and examples of those in therapeutics are in biomimetics and biomaterials such as bone and stem cell research. 

In contrast to the rapid rate of transition of basic research to translational research, and as a result of a number of factors including traditional training methods, administrative requirements, cost and rate of product and procedure development, in recent years dental schools have not been able to incorporate the latest diagnostic and therapeutic equipment and products introduced into their curriculum at the same pace. 

However, these products and equipment are being introduced into private dental practice as they enter the marketplace with the result that the technology in private practice is more advanced than that in dental schools.

A consequence of this disparity is that after leaving dental school, graduates are not prepared to enter dental practice.  What is urgently needed is for dental schools to find a program that offers the ability for them to expose contemporary products, procedures, and equipment.  This program must be cost-effective and, most important, adapted to the unique requirements of students and faculty at each specific dental school. 

CRET's Technology Educational Program (TEP) provides a framework for assisting the dental faculty with the transfer of innovative equipment and products into each dental school’s curriculum.

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Updated: February 2, 2021