Student Perception of Academic Dentistry During an Introductory Training Pathway: Future Academic Clinician‐Educators (FACE)

The shortage of dental faculty in the United States presents a critical challenge to the sustainability and quality of dental education [1]. Few new graduates pursue academic dentistry as a career, contributing to a growing gap in faculty recruitment [2-4]. Most dental students lack exposure to academic career paths, and those interested in teaching face barriers such as limited mentorship, unclear role expectations, and insufficient training in pedagogy/andragogy and effective teaching skills [2, 5]. Recognizing the urgency of this issue, the XXXX identified the need to develop a structured program that fosters interest in academia and prepares students for the multifaceted responsibilities of academic clinician-educators. To address this challenge, in 2023, XXXX introduced the Future Academic Clinician-Educators (FACE) program, a structured elective designed for Doctor of Dental Surgery (DDS) students. FACE integrates didactic instruction, experiential learning, and faculty mentorship to expose students to the roles and expectations of academic dentistry. Core components include classroom-based teaching strategies, exposure to clinical instruction, academic career development, and direct mentorship from faculty. The program seeks to clarify academic roles, develop teaching and leadership skills, and inspire students with the confidence and motivation to pursue academic career paths. To evaluate the program's impact, an online survey was distributed to participants at the end of the elective each year. The survey included 20 Likert-scale items and 5 open-ended questions, assessing changes in career aspirations, program satisfaction, perceived preparedness, and suggestions for improvement. Data was analyzed using descriptive statistics for quantitative items and qualitative analysis for narrative responses. A total of 21 students participated in the program over a two-year period—10 in 2023 and 11 in 2024. Among the participants, 62.5% were D3 students and 37.5% were D4 students. In addition, 60% identified as minority, 37.5% as female, and 62.5% as male. Results demonstrated a strong positive shift in student attitudes toward academic careers, with 55.56% strongly agreeing and 25% somewhat agreeing that the FACE program positively changed their perception. Furthermore, 100% of participants reported that the program met its stated goals and objectives Figure 1. After completing the course, students demonstrated a more positive outlook toward academia as a potential career path. Initially, 42.86% “somewhat disagreed” with pursuing an academic career. Following the course, no students expressed disagreement, and the proportion of positive responses rose from 28.58% to 71.41% Figure 2. Qualitative feedback highlighted the value of mentorship, exposure to teaching environments, and deeper understanding of faculty responsibilities. Students particularly appreciated interactions with faculty role models, which helped personalize the academic career journey. Suggestions for improvement included increasing and diversifying hands-on teaching opportunities, as well as providing greater insight into academic research Figure 3. This study has limitations. Voluntary participation may have attracted students already inclined toward teaching, and the small sample size limits generalizability. In addition, FACE emphasized teaching and mentoring over research—an essential aspect of academia. Future iterations should incorporate research exposure for a more balanced perspective. Despite these limitations, FACE offers a practical model for supporting future dental educators. The authors declare no conflicts of interest.