Abstract
The rigors and focus required of dental education often leaves students without time to pursue in-depth learning experiences in areas of personal interest related to dentistry/healthcare. In response to student interest in such learning and enrichment opportunities, a Personalized Instructional Program (PIP) course was created at the Arthur A. Dugoni School of Dentistry to allow students to engage in a faculty-mentored experiential learning project of their own creation. With its already condensed three-year curriculum, there was initial concern at Pacific Dugoni about whether an additional self-regulated experience could fit into students’ already busy schedules. Thirty hours of curricular time was cleared in the existing curriculum of second year students to allow school time for students to work with mentors or student colleagues on their projects. There was an intention that such a project would be of benefit to both students and mentoring faculty. Mentor involvement varies with the project and student need and could be one-on-one or with a small group. Six graduating classes have successfully completed this assignment. Student and mentor surveys support the positive value of our PIP experience to both student education and faculty development. Curriculum materials and patient education resources were created from student projects, and faculty and students alike enjoyed the experience. Although not intended, this assignment has become, in fact, a catalyst for creating “professional identities” for many students. This “hidden curriculum” supporting student understanding of what it means to be a professional will benefit our institution and community in years to come.
Recommended Citation
Hoover, Terry E. and Iyer, Parvati H. Dr.
(2025)
"Benefits of a Faculty Mentored Personalized Instructional Program for Dental Students,"
Pacific Journal of Health: Vol. 8:
Iss.
1, Article 12.
DOI: https://doi.org/10.56031/2576-215X.1099
Available at:
https://scholarlycommons.pacific.edu/pjh/vol8/iss1/12
