2022 DDS Report

Scientific workforce diversity is essential to excellence within STEM fields. According to the National Institutes of Health, women, individuals from low-income families, individuals identifying as Black/African American, Hispanic/Latinx, American Indian and Alaskan Native, Pacific Islander and Hawaiian, and individuals with disabilities are underrepresented in the biomedical, clinical, behavioral, and social sciences workforce. According to the American Dental Education Association, only 18.2% of applicants to dental schools for entry in 2020 were an underrepresented minority (URM). Although this percentage has increased over the past decade, the change is modest. Additionally, according to the American Dental Association's Health Policy Institute, 10% of dentists are URM, with Black and Hispanic dentists significantly underrepresented. These numbers are well below the proportions reported for the same groups in the U.S. Census. 

The University at Buffalo (UB) School of Dental Medicine (SDM), one of the nation's premier centers for dental education, research and patient care, ranks number 8 in the nation and number 9 in the world. At UB SDM, we are committed to supporting and training the next generation of dentists and reducing oral health disparities across the United States. To this end, in 2021, UB SDM's Office of Equity, Diversity and Inclusion launched Destination Dental School (DDS) to increase enrollment of underrepresented students in the field of dental medicine. In just two years, the DDS program has graduated over 50 fellows representing 25 states and 47 colleges and universities. In 2022, DDS was a recipient of the INSIGHT into Diversity Magazine's 2022 Inspiring Programs in STEM award, a national recognition for colleges and universities that encourage and support students from underrepresented groups to enter careers in science, technology, engineering and mathematics (STEM) through mentoring, teaching and research.

1. Goal 1: Understand day to day life as a dentist and as a dental student. 
   Participants get insight into the different disciplines of dental medicine through presentations and panel discussions, and participate in hands-on-activities that increase hand skill development.
2. Goal 2: Strengthen future dental school applications.
   Participants learn about the DAT and recommended study habits, participate in intensive tutoring sessions, and take practice DAT exams. Participants prepare for the dental school admissions process by learning about admissions policies and procedures from students, faculty and staff, participating in mock interviews, and working on dental school application materials.
3. Goal 3: Learn how to propose and develop a research topic.
   Participants’ capstone projects center around a research topic in oral health. Teams learn best practices in conducting research and present their findings during in-person capstone research presentations. 

The 2022 DDS program met for eight weeks during the months of June and July. The first seven weeks, held virtually every Saturday, introduced the disciplines/specialties of dentistry, the DAT, the admissions process, academics in dental school, and provided devoted work time toward team research projects. 

The eighth week of programming featured a 3-day in-person, intensive training program at the UB SDM. Over 70 UB SDM faculty, students, and staff supported the event through the organization of clinic observations with students, rotations in specialty clinics, hands-on activities (wax carvings, resin placement, suturing, alginate impressions and bleaching trays), DAT tutoring sessions, mock interviews, research presentations and local excursions. 

Pre- and post-program surveys measured change in participants' perceived knowledge, preparedness and likelihood of applying to dental school. 94% of participants responded to the pre-program survey and 100% responded to the post-program survey. 

Data also reveals increases in preparedness to 'apply to dental school' 31% to 70%, likelihood of applying to 'dental school' 94% to 100%, and likelihood of applying to the 'UB School of Dental Medicine' 93% to 100%. 

Participants rated the amount of change in their ability to perform different skills. Participants reporting significant change in" ability to give an 'evidence-based presentation' 56%; 'work effectively in a team' 56%; 'hand skills' 73%; 'networking/communication' 87%. Participants were also asked how comfortable they feel leading a group. Individuals who were very comfortable changed from 53% (pre) to 87% (post). 

An annual survey measuring program outcomes, including educational status, DAT, DDS applications and enrollment, mentorship, and demographics, will be shared with all DDS alumni every August. In August 2022, this survey was sent to 2021 graduates. Of the 24 participants, 12 responded (50% response rate). Of the 12 survey respondents:  

Beyond my expectations. The entire in person experience and having the opportunity to be here is something I have not experienced with other dental schools. 

...Everyone was extremely insightful as well as thoughtful and I really felt that everyone here wanted me to succeed...

I would recommend and encourage any minority pre-dental student to apply to the DDS program because of the rewarding experience and knowing that even though we face barriers each and every day, we are just as capable of achieving our goal of becoming a dentist

I feel like I've gained a tremendous amount of knowledge that makes me that much more excited to apply for dental school and especially apply at UB. So truly thank you for this experience. 

Yes, it gives me more motivation and hope that I belong here and I have a chance to become a dental student. 

Yes it has, even though I already had a strong foundation of knowing dentistry was my passion, this program confirmed that as an African American woman I am capable of achieving the same thing as my counterparts. 

Yes, I can now say that I want to be a dentist

Increased my motivation and curiosity to learn more about the life and career in dentistry. The dental students, residents, and dentists experiences and attitudes are so positive and passionate. It was very inspirational. 

Yes a million times yes. I can see myself here learning from the greats and applying it to the patients that need it. My interest has increased and this is the field for me to make an impact on my community while doing something I enjoy. 

I was already committed to the field but the program gave me the confidence and motivation I really needed to push for this DAT. They also increased my overall knowledge in the field. 

• Finances
• DAT
• GPA
• Protected characteristics
• Admissions
• Personal
• First generation status
• Mentorship

• Mentors
• Study resources
• Academic supports
• Financial aid
• Diversity in the school
• Structures
• Mental health supports
• Shadowing opportunities