New dentists share joys of working in dental education

‘I think being a teacher earlier in my career makes a difference’

Ana Keohane, D.M.D., uses one word to encapsulate why, as a new dentist, she loves being a faculty member.

“Passion,” she said.

“When you have a passion to do something, then everything else comes,” she added. “I am passionate about teaching and learning from my students and colleagues.”

Dr. Keohane is a clinical associate professor and the director of urgent care at the Boston University Henry M. Goldman School of Dental Medicine’s department of general dentistry, the same place she earned her dental degree in 2016.

She said she decided to become involved in education because as a dental student, she simply loved sharing knowledge with her classmates.

“They were very thankful for that,” Dr. Keohane said. “I wanted to continue sharing my knowledge with dental students to help them become great dentists.”

Being only a few years removed from dental school helps her connect with the students, she said.

“I think being a teacher earlier in my career makes a difference,” Dr. Keohane said. “Being in faculty keeps me young and up to date with new technologies and changes in dentistry. Being a recent grad, I know what [dental students] are going through, and I feel empathy for them. They feel connected with me. For that reason, I am always happy to guide them and help them.”

 

Roopali Kulkarni, D.M.D., graduated from the University of Pennsylvania School of Dental Medicine in 2019 and remains there, leading the next generation of students.

As an assistant professor of oral medicine and assistant director of the postgraduate oral medicine program, Dr. Kulkarni remembered when she realized she wanted to work in education.

“Lightbulb moments are not exactly just one moment in time,” she said. “They are the culmination of listening, processing, understanding and applying concepts to grasp a concept. These times of ‘aha’ are what encouraged me to pursue a career in dental education. It is extremely rewarding to witness future dental professionals’ journeys in learning, supporting them in their path to becoming competent doctors and encouraging them in their pursuit of helping others.”

Dr. Kulkarni said that without her professional family at the dental school and in organized dentistry, she would not be where she is today.

“I am grateful to serve as full-time standing faculty and the assistant director of our oral medicine residency program,” she said. “Dental academics has allowed me to pursue all of my passions, from patient care to developing leadership skills to teaching to research.”

It wasn’t always easy for her, Dr. Kulkarni admitted.

“Although seemingly bubbly and book smart, I had my fair share of struggles in dental school, both academically and personally,” she said. “This has influenced my open-door policy — to allow students to feel comfortable speaking to me outside of the classroom and clinic.”

That wasn’t the only challenge.

“As an early-career dentist, I was at first worried about ‘imposter syndrome,’  not only in patient care but in teaching,” Dr. Kulkarni said. “What I came to realize, though, is that there is a reason why we call it the ‘practice’ of dentistry. Every day, I have the opportunity to collaborate with senior colleagues and learn from mentors while also passing on my knowledge to the next generation. New dentists bring energy, enthusiasm and their own recent experiences in dental school to relate to current students in a unique way.”

Now that she has been in education for several years, Dr. Kulkarni said she can’t see herself anywhere else.

“I hope to continue my professional journey in dental education,” she said. “The community, collaboration and creativity that the field brings are unparalleled. I am supported to continue learning myself and being the best doctor I can be so that I can continue to teach others at the highest ability.”

 

Patricia Swanson, D.D.S., graduated from the University at Buffalo School of Dental Medicine in 2015 and is now the director of dental student education in prosthodontics and a clinical assistant professor at the Stony Brook University School of Dental Medicine.

She said she chose her career path because of her own dental education, which included a residency in prosthodontics at Stony Brook.

“I had the fortune of being taught by many wonderful faculty throughout my educational career, and I felt strongly about wanting to pay that forward,” Dr. Swanson said.

As a new dentist, she said she believes she has been able to relate to students just a few years younger than she is.

“When you enter education earlier, it is much easier to feel connected and in touch with the students,” she said. “I became the director of education in prosthodontics a mere five days after graduating residency and could certainly remember the stress of student life. I certainly think faculty of all ages can connect with students, as I have been lucky to have mentors across several generations. However, I do think it is somewhat easier for younger faculty to make an initial connection with students due to common interests.”

Dr. Swanson had advice for her fellow new dentists.

“I am sure there are many great educators in private practice right now who haven't had the opportunity to share their gift with others,” she said. “I encourage anyone who is considering teaching to be aware of the many ways they can share their knowledge — as an attending in a residency program, a part-time faculty in a dental school or even giving continuing education at a local dental society meeting. The future of the profession depends on us.”