ABSTRACT Dental schools stand at a crossroads. While research drives clinical innovation and improves patient outcomes, the pipeline for training future dentist‐scientists remains underdeveloped. Programs such as DDS/DMD‐PhD pathways and NIDCR‐supported initiatives aim to integrate scientific inquiry with clinical training. However, students pursuing academic careers continue to encounter a complex set of systemic challenges, including burnout, financial hardship, and an academic culture that undervalues basic research contributions. Structural disparities between DDS/DMD‐PhD and MD‐PhD pathways highlight the lack of robust postdoctoral opportunities and sustained mentorship within dental academia. DDS/DMD‐PhD trainees often graduate into a professional landscape that offers limited viable options for balancing independent research with clinical responsibilities. Without intentional reforms, dentistry risks losing a generation of motivated, research‐oriented clinicians who can bridge the widening gap between science and practice. In this perspective, we outline key barriers encountered by DDS/DMD‐PhD students across the United States and call for cultural and structural changes. These include enhanced financial support, clearer career trajectories, and greater institutional commitment to academic dentistry. Ensuring the future of dental research and education requires not just training dentist‐scientists, but creating an environment where they are equipped, supported, and inspired to lead.
Pax et al. (Wed,) studied this question.
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