FUTURE OFDENTISTRYual countries is a difficult, but essential, task if glob-
alization of dental education and research is to be
realized. Unlike in the United States and Canada,
where dental education is largely homogeneous and
relatively consistent, dental education in other parts
of the world varies considerably from country to
country and often within the same country. Certain
countries are well advanced and at least comparable in
many respects with United States dental schools; other
countries have much less technically developed sys-
tems; others are closely linked to medical models; still
others have no formal system of dental education.
A currently active project, DentEdEvolves, sup-
ported by the European Union's Directorate for
Education and Culture (see details on http://www.dent-
ed.org/dentedevolves.php3) promotes convergence
of standards of dental education through colla-
boration, self-assessment, and a systematic series of
peer reviews conducted by visiting panels of educa-
tors from other nations. DentEDEvolves has over
100 partners in Europe and is linked to the
Association for Dental Education in Europe and to
other educational associations, including the
American Dental Education Association. The first
major stage of the project, known as DentEd, cul-
minated in convening the Global Congress on
Dental Education held in Prague, March 2001. A
second phase, known as DentEdEvolves, expands
the network to include partners in North America
and elsewhere around the world.
Exchange Programs in Dental Education
Traditionally, international involvement within
United States dental schools was informal and spo-
radic. Largely, programs were the result of efforts of
individual faculty members who have a personal inter-
est in or contacts with a colleague in another country.
The success or failure of these programs rested square-
ly on the shoulders of the participating faculty mem-
bers in the two institutions. Very little organized effort
was made, and as interests of the individual partici-
pants changed or other factors intervened, these pro-
grams frequently were dropped.
Over the past several years, the importance and
value of international collaboration have been real-
ized, and exchange of faculty and students among
dental schools throughout the world has accelerated.
Many dental schools now have long-term exchange
programs in operation. More recently, formal "sis-
ter" relationships have developed between United
States and international dental schools. The pur-
pose of these contractual agreements is to promote
shared learning experiences among faculty and stu-
dents. Yet, the programs continue to be organized
by individual schools of dentistry, without broad
nationally-based organizational support. Within the
American Dental Education Association, however,
there is a growing special interest group discussing
issues of exchange programs.
One problem that arises from exchange programs
is the desire of a graduate student or a visiting pro-
fessor to remain in the United States. This situation,
commonly referred to as the "brain drain," can be
devastating to the visitor's home institution. The
percentage of international students who stay in the
United States has not been studied, and may be
overestimated; however, to the extent that the brain
drain is a concern, steps must be taken to minimize
this effect. The objective of exchange programs is to
share knowledge for the benefit not only of the indi-
vidual, but also for the home institution and coun-
try. While the overriding goal should be the return
of the visitor to the home country, there are issues of
faculty shortage in the United States that are being
addressed with this important talent pool.Foreign-Trained Dentists as Faculty Members in
United States Dental SchoolsFewer professionals trained in the United States
are opting for academic and research careers on
dental faculties. Several factors explain this prob-
lem: lack of encouragement by faculty, inadequate
role models, large debts upon graduation, and the
perceived or actual potential income to be realized
in private practice. Thus, American dental schools
are beginning to look to the international market for
academic talent. Foreign-trained dentists are a rich
source of talent for faculty positions. Many have
received an excellent education in their home coun-
tries, and many also have completed graduate train-
ing in the United States or at other top-rated insti-
tutions (Haden et al, 2000).
A major obstacle to hiring foreign-trained dentists
for faculty positions is their inability to obtain a
license in the state in which the dental school is
located. Most states require that an applicant for
licensure be a graduate of an accredited dental
school in either the United States or Canada.
Without a license, the dentist cannot supplement an
academic salary through private patient care. MostGlobal Oral Health