Background of orthodontic education in early 1900s: During the 1940s-1950s, dentists seeking to specialize in orthodontics were required to work for several years with an established, board-certified orthodontist as a preceptor (Asbell, 1988; Wahl, 2006). In addition to learning to become clinically proficient, additional science courses were necessary, such as: growth and development, human anatomy, physiology, histology and biomechanics.
These courses were taken at an accredited dental school. According to Wahl, all clinical aspects were under close supervision of the orthodontist. The preceptorship program typically lasted for three to four years.
Preceptor programs were used until special graduate departments were established in several of the dental schools (Asbell, 1988; Wahl, 2006). These two types of training methods (preceptorships and dental school graduate courses) continued until the end of the 1950s, when the preceptorship program was becoming obsolete, for it was recognized that not only clinical expertise training was necessary but also the academic or scientific foundation of knowledge and information for orthodontic health care must be provided to the graduate student.
By the early 1960s, preceptorships were totally phased out (Wahl, 2006). The preceptor educational system was replaced with two-year, full-time orthodontic programs in hospitals and universities. They were meticulously examined by the American Dental Association (ADA) to ensure that the educational experience was well above the minimum standards of excellence. The American Dental Association (ADA), American Board of Orthodontists (ABO), American Association of Orthodontists (AAO) and the U.S. Department of Education created these standards for all general dental and specialty programs for the protection of the public and the advancement of orthodontic health care for all human beings (American Dental Association, 2008).
To be continued …
Editor’s note: References will be included at the end of the final portion of this series.
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