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Why Clinicians Should Stay Involved in Academia by Dr. Edmund Khoo

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Categories: Orthodontics;
Why Clinicians Should Stay Involved in Academia 

Five lessons orthodontists can learn from AGGA

by Dr. Edmund Khoo

Those who can’t do, teach.” How often have we heard or even said this misquoted statement? Popularized by George Bernard Shaw, the statement implies that those who have had little success in their practical field are relegated to teaching. Now, Shaw was indeed a prominent and influential individual who had his fair share of accomplishments. He was well-known for his poetry, playwriting, journalism, and political activism, but, somewhat ironically, one of his major contributions was co-founding the London School of Economics, one of the leading academic institutions globally.

The true origin of this quote actually dates back to Aristotle, who stated, “Those who can, do; those who understand, teach.” It is quite interesting to see how this then gets lost in translation and becomes taught as something else entirely. To a large degree, we are a product of our past personal experiences. Shaw had opinions on formal education based on his personal experiences. It would be dismissive at best and foolish at worst to truly believe that teachers are simply there because they can’t do.

Did we not receive a formal, extensive (and often expensive) education at dental school, which continued if we embarked on specialty training? As a full-time academic with ownership in private practice, I would like to take this opportunity to share my personal and professional experiences with the readership of Orthotown, not to convince anyone to pursue academia, but rather to highlight what I believe are some merits in being involved in academia, or at the very least, give you some food for thought to maul over.


Become a better you
There are tangible and significant benefits for clinicians who get involved in academia. Frank Oppenheimer was known for saying, “The best way to learn is to teach,” a sentiment that traces back to the Roman philosopher Seneca, who said, “While we teach, we learn.” The premise is that, as fulfilling and satisfying as the life of our full-time private-practice clinician can be, it sometimes risks stagnation in clinical knowledge, up-to-date evidence, and science in the specialty. Hence, by teaching, even in just the form of a clinical instructor, it inevitably makes an individual “up their game.”

Over my relatively short span of more than a decade in academia, I have seen residents and students change their learning styles, mannerisms, and attitudes. Generational change is real! Students are more ready than ever to challenge dogma and tradition, and we, in turn, need to revisit these concepts and reaffirm their scientific validity and clinical practicality. As with any profession, orthodontics is constantly evolving, and if we do not keep ourselves up to date, we will fall behind.

Being in an academic environment is ideal for a clinician to be at the forefront of technology and evidence-based treatments. Being looked up to by our residents as bearers of knowledge inspires us not only to embrace new technologies and treatment modalities but also to reflect on what we were taught and how we currently practice. Knowledge and experience don’t exist in silos. Just as one brings personal expertise into an academic program to teach residents, one can also apply lessons learned in that environment to make meaningful, evidence-based improvements in private practice.

I remember mentoring a part-time faculty member who mirrored their digital workflow after what we utilize in our residency program. They remarked that spending time to use and understand the pros and cons of a system was far more helpful than what they would have gotten from a sales and marketing pitch. Now, their own clinic runs an impressive digital workflow with a paperless patient management system, optical scanners, CBCT, and 3D printers.

Besides being exposed to new technology, being in an academic environment is more conducive towards creating new technology and innovations. Perhaps you have had some ideas—maybe a novel invention that could be a game-changer in orthodontics. Being in academia may allow you to explore them systematically and scientifically.

Of course, all academic institution research is governed and supervised at multiple levels, such as the department’s research director, departmental research committees, and institutional review boards. These are all in place to ensure that research is conducted properly, which lends credibility and validity to the study. It is not impossible, but it is highly difficult to conduct high-quality research in a private practice setting. Being involved in academia allows you access to proper facilities, equipment, and people to possibly make a dream into a reality.


Be part of a team
Have you ever faced a complicated case and thought, “If only I had someone to bounce ideas off?” We know from the myriad of orthodontic forums online that this is not uncommon. Even the experienced clinician can be challenged by a complex malocclusion.

One of the most effective teaching and learning tools from our residency days was the case presentation. Returning to that environment lets you to immerse yourself in bouncing ideas, debating the pros and cons of treatment options, and seeing how treatment progresses to completion. After that, the outcomes are critically assessed.

It comes as no surprise that one can pick up tips, tricks, and new concepts in clinical orthodontics that can be applied in their own private practice environments. This can be particularly helpful in interdisciplinary cases, as it allows you to gain access to the insights, experience, and expertise of other specialists in their respective disciplines. Brainstorming, discussing different points of view, and debating with residents, peers, and other academics can be a great mental workout and a positive driver of professional and personal growth.


Be part of the bigger picture
Some of us were born to lead, but leaders are also made every single day. Some of you may have heard or will hear the call to serve for the greater good.

Perhaps you want to be more involved in your local orthodontic study club, in your orthodontic constituency, on a committee, and in advocacy and policy at the national level with the American Association of Orthodontists. Or perhaps you want to be more involved with the American Board of Orthodontics and be a proponent for the principles of board certification.

Or maybe your goal is to become a member of the American College of Dentists or the International College of Dentists. Or perhaps you want to have a seat at the table regarding health care legislation.

Obviously, being involved in academia is not a guarantee that you will be successfully nominated or elected to such positions, but I believe it certainly does immerse you in an environment with people who may be able to aid and support you in pursuing your goal of involvement in organized orthodontics and dentistry. It is not uncommon to see strong academic representation in these organizations, as most share the goal of prioritizing education.

Being involved, even at the level of institutional committees and interest groups, allows you to hone and develop the skills to navigate the organizational environment and network with the right people to make things happen.


Expand your network
Many aspects of what was discussed earlier share one thing in common: You will meet and work with many different people with different skill sets.

Perhaps you are looking for a great oral surgeon, periodontist, or prosthodontist to work in tandem with for your complex interdisciplinary cases. What better way is there to find like-minded colleagues whom you count on and collaborate with than by getting to know them organically over time in an academic environment?

Or perhaps you are looking for an associate to expand your current practice or a future partner so you may plan for a transition to a slower gear. What better way to “interview” a potential associate or partner than by getting to know them and watching them grow and evolve over the two or three years of their residency?

Expanding your network with good people can be very impactful not only for your personal growth but also for the potential growth and expansion of your clinical practice.


Be part of shaping the future
There is absolutely nothing wrong with enjoying a life of solely clinical private practice. In fact, one might argue that it could often be more financially rewarding than giving up even a single day to teach.

However, giving back to your profession by engaging in academia is a truly significant and meaningful way to pay it forward. It is beyond just teaching a resident how to position brackets, insert wires, or scan for clear aligners. It is about shaping the future of our profession, training the next generation of orthodontists.

How often was it during our own personal experiences in dental school or orthodontic residency that we felt things could have been done in a better way? That a course or exercise could have been taught more effectively?

Now is the time to put your money where your mouth is. Be part of the team that ensures that the next generation of orthodontists experience better education and training than you did.

Even if overt altruism is not your calling, what we do today matters for tomorrow. We may have different goals in life, but how we are remembered will indeed be part of our legacy. How would you want to be remembered?

We all have memories of our experiences in dental school, which ultimately led to the graduation ceremony, waiting to head up the stage to receive our diplomas, and seeing the silent looks and expressions on everyone’s faces that spoke more than words could ever have.

This was the day we would receive our “doctor” titles. Isn’t it interesting how the origin of the title “doctor” means “teacher” or “to teach”?

I understand that making a commitment to being involved in academia may not be for everyone; it may certainly affect your time and financial bottom line. However, I can state with certainty that I would not be the person I am today if it were not for some excellent mentors and teachers I had, and I know I am not alone in that. 
Author Bios
Dr. Jeffrey C. Miller Dr. Edmund Khoo, BDSc (Hons), ABO board-certified, FICD, FACD, FNYAM, is chair and clinical professor at CTOR Academy in Hoboken, New Jersey. Previously, he taught orthodontics and dentofacial orthopedics at his alma mater, New York University. Khoo has published in several journals and been invited to chair numerous scientific sessions. His awards and achievements include the American Association of Orthodontists Foundation T.M. Graber Teaching Fellowship Award, the Academy of Distinguished Educators Faculty Award, and the Faculty Council Teaching Recognition Award. He was the previous chair and councilor of the American Dental Education Association Section on Orthodontics and has served on committees in various professional organizations. Khoo is also a member of the Orthotown Editorial Advisory Board.
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