The effect of a patient care oriented dental school curriculum that integrated the basic sciences with dental and clinical sciences was investigated. The focus was to understand the processes by which entering dental students progress through the first year of the new curriculum and to assess the effect of the curriculum on students' professionalization. The study employed a survey-questionnaire, standardized occupational interest inventory, document analysis, participant-observation, and personal interviews. For 89 students entering dental school in fall 1984, three phases of adjustment to professional education were assessed: development of a class identity, development of mechanisms to cope with uncertainty, and development of independence. Students' awareness that they were experiencing a new curriculum helped develop class identity. Interpersonal relationships developed within the class that were supportive and collegial. Simultaneously, a pattern of independence developed, since the evaluation system discouraged requesting assistance from faculty. As the year progressed and requirements increased, students began to exhibit self-oriented, self-sufficient, Machiavellian behaviors, with a decrease in group support behaviors. They were less humane or other-oriented. A three-page bibliography concluded the document. (SW)