Genetics in Dental Education: A Cross-Sectional Study of Instruction and Clinical Integration.
PURPOSE Advances in genomic science and biomedical technology have positioned dentists as key contributors to evidence-based care, including recognizing oral and craniofacial conditions that may warrant referral or interprofessional evaluation. Despite this growing relevance, national guidelines for genetics instruction in dental schools are lacking. This study aimed to assess the current status of genetics integration into the curriculum of dental schools across North America, focusing on content, timing, instructional methods, faculty backgrounds, and assessment approaches. METHODS An anonymous, 12-question survey was distributed via the American Dental Education Association (ADEA) Academic Deans' listserv to all accredited US and Canadian dental schools. The survey collected descriptive data on the instructional timing, format, faculty, objectives, topics covered, and clinical integration of genetics content throughout the dental program. Responses were analyzed using descriptive statistics. RESULTS Seventeen (N = 17) responses were received from US dental schools. Results indicated that genetics instruction was predominantly concentrated in the preclinical years, with 94% of schools delivering content in Year 1 and 82% in Year 2. This content is most often integrated into multiple courses (76%) and taught by multiple instructors (76%) mainly via didactic lectures (100%). The objective of the content is essentially to provide a broad overview of genetics concepts (82%). A significant gap was identified in clinical application and 100% of respondents reported that neither genetic counseling nor genetic testing is incorporated into routine clinical experiences. CONCLUSION This survey study highlights a disconnection between the didactic teaching of foundational genetics concepts and their practical application in dental education and clinical settings. To better prepare dentists to recognize genetic conditions and provide appropriate referrals, the findings suggest an opportunity to enhance clinically relevant, case-based integration of genetics content within existing curricula. Strengthening this applied focus can help ensure students are equipped to apply genetic knowledge to deliver preventive and patient-centered care.