Thesis (M.Sc.)--Boston University, Henry M. Goldman School of Graduate Dentistry, 1992 (Dental Public Health). / Includes bibliographical references: (leaves 37-39). / Changes in the external environment and the dental needs of the public have placed greater demands on dental schools to graduate dentists better prepared to enter dental practice. New disease patterns, an aging population, and technological advancements, as well as, rising tuition and a decline in the applicant pool, are factors which are forcing dental educators to re-evaluate the curriculum and create new methods in which dentistry can be taught. One such method, experiential learning, has been a major component in professional education for many years. Law schools and medical schools have utilized the court system and hospitals respectively to train students to function in a professional environment. Only on a limited basis have dental schools embraced off-campus facilities to assist them in their training. In 1989, Boston University’s Goldman School of Graduate Dentistry responded to this need for change by restructuring its pre-doctoral curriculum. The restructured curriculum introduced new approaches to science, technology, and healthcare management. One very important addition to the pre-doctoral curriculum is the Applied Professional Experience Program (APEX.) The APEX Program, the first of its kind in dental education, allows students to alternate between the classroom and clinical studies, and dental clerkships in Boston area dental practices. The APEX Program enables dental students to function as dental interns while receiving paid professional work experience. It is hoped that the APEX experience will produce a more well-rounded graduate, who has had the opportunity to function in a professional dental environment throughout his or her education. Experiential learning, the educational concept for APEX, develops a strong link between dental education and the actual delivery of health care services. APEX benefits all who are involved with the program: the student, the school, the dentist, and the dental community. Since its beginning the program has been continuously monitored through an on-going evaluation process to ensure that the program’s goals and objectives are being met. On average, 50 dental offices have been required to meet the needs of the program. As dental offices have withdrawn from the program, new offices have been recruited to replace them. To date, a total of 14 dental offices have withdrawn from the program. As part of the on-going program evaluation process, this project will describe and compare the similarities and differences of the dental offices which are currently participating in the APEX Program with those dental offices which have withdrawn from the program. It will also be comparing the similarities and differences of the attitudes of the dentists regarding APEX, student involvement, and perceived benefits for the dentist, the dentist’s staff, and the APEX intern.