Future Academic Clinician‐Educators (FACE) Forward: A Collaborative Program Introducing Dental Students to Careers in Academic Dentistry

ABSTRACT Introduction Dental education continues to face a national shortage of faculty. Limited exposure to academic career pathways may contribute to reduced student interest in academic careers. This study evaluated a structured lecture series designed to increase dental students’ awareness of and interest in academic dentistry. Methods A yearlong collaborative program between two universities introduced dental students to academic dentistry through lectures, mentorship, professional development, and teaching experiences. Anonymous pre‐, mid‐, and post‐program surveys were administered electronically via Qualtrics in September, December, and April. Surveys included demographic questions, Likert‐style quantitative items, and open‐ended questions assessing perceptions of academic dentistry, familiarity with academic career pathways, and program experiences. Results Twenty‐four of 29 enrolled students completed the program (82.8% retention). After completion, 95% of participants reported being somewhat or very interested in academic careers. Familiarity with academic career pathways increased from 20% pre‐program to 86% post‐program. In addition, 95.8% of participants reported that the program positively influenced their perception of academic dentistry. Open‐ended questions highlighted the value of program organization, exposure to faculty perspectives from two institutions, and increased understanding of academic career responsibilities. Scheduling conflicts related to academic obligations were identified as the primary challenge. Conclusions Intentional exposure to academic dentistry through a collaborative pipeline program positively influenced dental students’ perceptions of academia and increased familiarity with academic career pathways. Early mentorship and targeted educational initiatives may help strengthen recruitment into the academic dental workforce. Further longitudinal and multi‐institutional studies are needed to assess long‐term career outcomes.