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Abstract

Dentists are increasingly expected to serve as leaders within clinical teams, healthcare systems, organized dentistry, and their communities. Despite this expectation, leadership training remains inconsistent in predoctoral dental education. National data suggest that only 24% of practicing dentists feel adequately prepared for leadership roles in practice through their dental education, with even fewer reporting preparedness at broader organizational or systemic levels. Although CODA Standards 2-19 and 2-20 require demonstrated leadership competency, implementation across dental schools remains highly variable. A narrative literature review was conducted using PubMed, Google Scholar, and institutional reports to identify implemented leadership education initiatives in US dental schools. Included sources described longitudinal tracks, integrated curricula, elective courses, pilot programs, and national analyses, while proposed programs were excluded. Leadership training varies widely in structure and accessibility, with some schools offering formal programs and others incorporating content within existing curricula or co-curricular activities. Communication was the most consistently emphasized competency, followed by team building, emotional intelligence, conflict management, and systems-level thinking. Students who participated in leadership training reported increased confidence, broader professional awareness, and greater engagement in leadership roles. However, only 8 of 77 accredited US dental schools (10.4%) had documented formal programs. Barriers to implementation included limited curricular time, insufficient faculty training, and difficulties assessing leadership competencies. These findings suggest a significant gap between accreditation expectations and educational practice. Developing structured, longitudinal leadership curricula aligned with CODA standards may better prepare dental graduates for the leadership roles they will inevitably assume across clinical practice and their communities.

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