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Taylor M, Carr S, Kujan O. Community-Based Dental Education (CBDE): A Survey of Current Program Implementation at Australian Dental Schools. Int J Dent 2024; 2024:2890518. [PMID: 38993394 PMCID: PMC11239228 DOI: 10.1155/2024/2890518] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/21/2024] [Revised: 06/09/2024] [Accepted: 06/11/2024] [Indexed: 07/13/2024] Open
Abstract
Purpose Community-based dental education (CBDE) diverges from traditional dental school training methods by integrating dental students into primary care community settings. This immersive approach enables students to refine their clinical and hands-on skills while serving the oral health needs of underserved populations. This study aimed to identify ways in which Australian dental schools are currently implementing CBDE and compared to current evidence. Materials and Methods This study utilized a 24-item, self-completion survey, adapted from existing questionnaires, which was sent to the CBDE coordinators in the nine eligible dental programs in Australia between mid-January 2023 and mid-April 2023. The survey consisted of multiple-choice, binary, and open-ended questions, including information on the level of student involvement, types of external clinics used, length of rotations, student supervision and assessment, pre-rotation preparation, and post-rotation evaluation, as well as challenges faced in implementing programs. Results Six of the nine invited coordinators responded, resulting in a 66.7% response rate. All participants confirmed that their schools had a community-based teaching program. All six respondents reported that participation in external clinics is required for graduation. Implementation of CBDE appears to be influenced by (1) level of student involvement, (2) the types of clinics utilised, (3) allocation and length of rotation, (4) student supervision and assessment, (5) pre-rotation preparation, and (6) post-rotation evaluation. Six (n = 6) institutions reported requiring a post-rotation reflection from students and all respondents reported seeking feedback from clinical supervisors at external sites. Emerging themes from open-ended questions highlight challenges in coordinating external rosters, securing funding, supervising students at external sites, and ensuring diverse types of student exposure during external rotations. Conclusion This study provided insights into the implementation of CBDE in Australian dental schools. Results outlined in this research offer valuable insights for dental schools aiming to enhance their programs and improve student learning outcomes.
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Affiliation(s)
- Millicent Taylor
- Division of Health Professions EducationSchool of Allied HealthThe University of Western Australia, Perth, WA, Australia
| | - Sandra Carr
- Division of Health Professions EducationSchool of Allied HealthThe University of Western Australia, Perth, WA, Australia
| | - Omar Kujan
- UWA Dental SchoolThe University of Western Australia, Nedlands, WA, Australia
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Bandehagh A, Khami MR, Farshad F, Hessari H. Community-based dental education in Iranian dental schools. BMC Oral Health 2024; 24:526. [PMID: 38702651 PMCID: PMC11071149 DOI: 10.1186/s12903-024-04290-x] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/19/2024] [Accepted: 04/24/2024] [Indexed: 05/06/2024] Open
Abstract
BACKGROUND Community-based dental education (CBDE) has been an essential advancement in dental education in recent decades, enhancing it in many aspects. This study aimed to determine the characteristics and improvements of CBDE in dental schools in Iran. METHODS In the present descriptive study, an electronic questionnaire, including 18 "yes/no", "multiple choice", and "short answer" questions about the nature and extent of CBDE and students' experience in CBDE, was used. In early 2021, the questionnaires were mailed to the deans of all 43 dental schools in Iran under the supervision of the Council for Dental Education of the Iranian Ministry of Health and Medical Education. Reminder calls were made after 6 and 12 weeks. Dental schools that did not follow the CBDE program were excluded. The responses were analyzed descriptively. RESULTS Thirty-six dental schools completed the questionnaire (response rate: 84%). Seventeen schools (47%) reported having CBDE in their dental program. Sites lacking a well-equipped dental setting were the most used out of all extramural sites. The number of weeks dedicated to CBDE ranged between 1 and 20 (median: 4). The most common dental procedures practiced in extramural sites were pediatric dentistry (100%), restorative dentistry (71%), and dental examination (59%). The student-to-supervisor ratio in CBDE ranged between 3 and 15 (median: 5). In most schools (65%), the staff involved in directing CBDE were Community Oral Health PhDs. CONCLUSIONS An increasing number of Iranian dental schools have integrated CBDE into their undergraduate dental curriculum. The characteristics and extent of this educational strategy vary widely among dental schools. CBDE can be more effective by making positive changes in dental programs.
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Affiliation(s)
- Ata Bandehagh
- Research Center for Caries Prevention (RCCP), Dentistry Research Institute, Tehran University of Medical Sciences, First floor, Qods Street, Enghelab Avenue, Tehran, 1417614411, Iran
| | - Mohammad Reza Khami
- Research Center for Caries Prevention (RCCP), Dentistry Research Institute, Tehran University of Medical Sciences, First floor, Qods Street, Enghelab Avenue, Tehran, 1417614411, Iran
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran
| | - Fatemeh Farshad
- Research Center for Caries Prevention (RCCP), Dentistry Research Institute, Tehran University of Medical Sciences, First floor, Qods Street, Enghelab Avenue, Tehran, 1417614411, Iran
| | - Hossein Hessari
- Research Center for Caries Prevention (RCCP), Dentistry Research Institute, Tehran University of Medical Sciences, First floor, Qods Street, Enghelab Avenue, Tehran, 1417614411, Iran.
- Department of Community Oral Health, School of Dentistry, Tehran University of Medical Sciences, Tehran, Iran.
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Elsheli J, Patrick A, Stokes C. Community-based education programmes in the context of dental education: A scoping review. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:576-590. [PMID: 38147469 DOI: 10.1111/eje.12986] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 11/25/2022] [Revised: 10/31/2023] [Accepted: 12/10/2023] [Indexed: 12/28/2023]
Abstract
BACKGROUND Community education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions. METHODS Arksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted. RESULTS A systematic search concerning community education in dentistry identified a total of 140 papers for full-text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self-reported, primarily by students. CONCLUSIONS There is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research.
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Affiliation(s)
- Jamila Elsheli
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
- Faculty of Dentistry, University of Tripoli, Tripoli, Libya
| | - Alison Patrick
- School of Clinical Dentistry, University of Sheffield, Sheffield, UK
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Speer JE, Conley Q. Examining the pedagogical practices that support cultural proficiency development in graduate health science students. BMC MEDICAL EDUCATION 2024; 24:130. [PMID: 38336750 PMCID: PMC10858479 DOI: 10.1186/s12909-024-05097-8] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 03/31/2023] [Accepted: 01/24/2024] [Indexed: 02/12/2024]
Abstract
BACKGROUND Health disparities are often a function of systemic discrimination and healthcare providers' biases. In recognition of this, health science programs have begun to offer training to foster cultural proficiency (CP) in future professionals. However, there is not yet consensus about the best ways to integrate CP into didactic and clinical education, and little is known about the role of clinical rotations in fostering CP. METHODS Here, a mixed-methods approach was used to survey students (n = 131) from a private all-graduate level osteopathic health sciences university to gain insight into the training approaches students encountered related to CP and how these may vary as a function of academic progression. The research survey included instruments designed to quantify students' implicit associations, beliefs, and experiences related to the CP training they encountered through the use of validated instruments, including Implicit Association Tests and the Ethnocultural Empathy Inventory, and custom-designed questions. RESULTS The data revealed that most students (73%) had received CP training during graduate school which primarily occurred via discussions, lectures, and readings; however, the duration and students' perception of the training varied substantially (e.g., training range = 1-100 hours). In addition, while students largely indicated that they valued CP and sought to provide empathetic care to their patients, they also expressed personal understandings of CP that often fell short of advocacy and addressing personal and societal biases. The results further suggested that clinical rotations may help students attenuate implicit biases but did not appear to be synergistic with pre-clinical courses in fostering other CP knowledge, skills, and attitudes. CONCLUSIONS These findings highlight the need to utilize evidence-based pedagogical practices to design intentional, integrated, and holistic CP training throughout health science programs that employ an intersectional lens and empowers learners to serve as advocates for their patients and address systemic challenges.
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Affiliation(s)
- Julie E Speer
- Teaching & Learning Center, A.T. Still University, 5835 E. Still Circle, Mesa, AZ, 85206, USA.
| | - Quincy Conley
- Teaching & Learning Center, A.T. Still University, 5835 E. Still Circle, Mesa, AZ, 85206, USA
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March S, Mangoyana C, Oakley P, Lalloo R, Walsh LJ. Positive impacts of oral health services provision by a student-led primary care clinic to an Australian rural indigenous community. Aust Dent J 2023; 68:151-159. [PMID: 37150594 DOI: 10.1111/adj.12960] [Citation(s) in RCA: 1] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Accepted: 04/20/2023] [Indexed: 05/09/2023]
Abstract
BACKGROUND This study aimed to determine whether oral health services provision by a dental student clinical outplacement embedded within a Community Controlled Health Service positively impacted a rural Indigenous community and to explore the nature of these benefits. METHODS Aggregated and de-identified 2017, 2018 and 2019 student-led clinic services provision data were retrospectively analysed. The change in services mix over time was measured. Rural outplacement clinic operational costs to the university were estimated. Government-funded local public dental clinic waiting list and services provision data were used to identify any student clinic establishment effect. RESULTS The student-led clinic services mix shifted over time from mainly acute care for toothache towards prevention of disease and tooth restoration, indicating an improvement in patient oral health and correspondingly reduced system costs. Imputed value of 2017-2019 student-led clinic services provision totalled almost AUD$1 million. Government public clinic waiting list times decreased after full establishment of the student-led clinic, indicating decreased pressure on the public system. CONCLUSION The Community Controlled Health Service and university partnership improved community oral health care access, its timely delivery and simultaneously provided valuable human capital development from the student training experience. The student-led clinic's targeted Indigenous community showed oral health improvement over time. © 2023 Australian Dental Association.
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Affiliation(s)
- S March
- The University of Queensland School of Dentistry, Oral Health Centre, Brisbane, Queensland, Australia
| | - C Mangoyana
- The University of Queensland School of Dentistry, Oral Health Centre, Brisbane, Queensland, Australia
| | - P Oakley
- Centre for the Business and Economics of Health, The University of Queensland, Brisbane, Queensland, Australia
| | - R Lalloo
- The University of Queensland School of Dentistry, Oral Health Centre, Brisbane, Queensland, Australia
| | - L J Walsh
- The University of Queensland School of Dentistry, Oral Health Centre, Brisbane, Queensland, Australia
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Mangoyana C, March S, Lalloo R, Walsh LJ. Positive oral health outcomes: A partnership model improves care in a rural Indigenous community. Aust J Rural Health 2022. [PMID: 36583508 DOI: 10.1111/ajr.12960] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/04/2022] [Revised: 11/30/2022] [Accepted: 12/10/2022] [Indexed: 12/31/2022] Open
Abstract
OBJECTIVE The purpose of this study was to explore the benefits of a partnership between a university dental school and a Community Controlled Health Service, specifically in relation to improving the oral health of an underserved rural Indigenous community. We sought community opinions on health and social outcomes arising from the service provided by the dental student clinical outplacement. SETTING In Dalby, Queensland. PARTICIPANTS In total, 38 participants in five focus groups were representative of local Indigenous community Elders, community health support group members and management and staff. DESIGN A descriptive qualitative study employing semi-structured audio-recorded focus group discussions conducted with purposefully selected Indigenous community groups to explore participant views and experience of the partnership model. Qualitative data were analysed using thematic content analysis. RESULTS The Indigenous community representatives expressed positive benefit in both their general and oral health awareness, in improved access to dental care provided in their own safe space, while they were pleased to assist with students' learning. They viewed the partnership as mutually beneficial. Suggestions for enhancement of the oral health service were also offered. CONCLUSION This partnership between a university and a Community Controlled Health Service provides sustainable positive social and health benefits for the targeted Indigenous community and for the wider local population, while simultaneously providing enhanced educational benefits for students on clinical outplacement. Translation and uptake of this successful model of care would benefit both underserved communities and dental and other health care professional educators worldwide.
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Affiliation(s)
- Clare Mangoyana
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Sandra March
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Ratilal Lalloo
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
| | - Laurence J Walsh
- School of Dentistry, Oral Health Centre, The University of Queensland, Brisbane, Queensland, Australia
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Smith PD, Noorullah K, Syed S, Iqbal L, Tomar SL. Foreign-trained dentists' reflections on access to care after participating in a community-based dental education curriculum. FRONTIERS IN ORAL HEALTH 2022; 3:996624. [PMID: 36186538 PMCID: PMC9523216 DOI: 10.3389/froh.2022.996624] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 07/18/2022] [Accepted: 09/05/2022] [Indexed: 11/13/2022] Open
Abstract
Many people suffer poor oral health due to dentists not providing care to them. The number of foreign-trained dentists in the US is increasing, yet little is known about their involvement in providing care to underserved populations. Dental education programs use community-based dental education (CBDE) to expose dental students to access to care issues, and encourage them to provide care to underserved populations upon graduation. The aim of this study was to assess foreign-trained dentists' attitudes about access to care issues after completing a CBDE course at a dental school in the Midwest. Fifty-two dentists participated in the CBDE program from 2018 to 2019, as part of an advanced standing curriculum, and completed guided, reflective essays. Forty-seven dentists agreed to have their essays anonymously coded for research. Four researchers reviewed the essays independently, developed a coding scheme, and recoded to agreement. The main themes dentists mentioned were the affect of the CBDE program on enhancing their clinical skills, fostering an awareness of healthcare system inadequacies, as well as an awareness of how specific social determinants limit access to care, and helping to encourage a sense of personal and professional responsibility to address access to care issues. This study highlights the value of CBDE on helping future dental providers learn about and reflect on access to care issues. It also provides insight into foreign-trained dentists' attitudes about access to care issues, and supports their participation in CBDE programs to foster their contributions in addressing access to care issues in the US.
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Affiliation(s)
- Patrick Dean Smith
- Department of Pediatric Dentistry, Division of Prevention and Public Health Sciences, University of Illinois Chicago College of Dentistry, Chicago, IL, United States
- Correspondence: Patrick Dean Smith
| | - Khatija Noorullah
- Department of Pediatric Dentistry, Division of Prevention and Public Health Sciences, University of Illinois Chicago College of Dentistry, Chicago, IL, United States
| | - Syeda Syed
- University of Illinois Chicago, Chicago, IL, United States
| | - Laila Iqbal
- Department of Pediatric Dentistry, Division of Prevention and Public Health Sciences, University of Illinois Chicago College of Dentistry, Chicago, IL, United States
| | - Scott L. Tomar
- Department of Pediatric Dentistry, Division of Prevention and Public Health Sciences, University of Illinois Chicago College of Dentistry, Chicago, IL, United States
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Nguyen LB, Johnson L, Lee S, Tupaz K, Piskorowski WA. Immediate impact of bringing a school to the community with a new community-based clinical education program. J Public Health Dent 2022; 82:345-348. [PMID: 35001399 DOI: 10.1111/jphd.12497] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/02/2020] [Revised: 11/02/2021] [Accepted: 12/20/2021] [Indexed: 11/28/2022]
Abstract
OBJECTIVES To examine the implementation of a community-based clinical education (CBCE) program at the University of California, Los Angeles School of Dentistry (SOD) and the preliminary outcomes on dental students and affiliated clinics. METHODS A retrospective review was carried out of SOD CBCE program implementation and program data between March 2018 and June 2019 related to patient encounters, pre- and post-rotation student self-assessments, student exit surveys and surveys administered to faculty within affiliate clinics. RESULTS In five academic quarters, 133 students delivered care for 7556 patients and completed 12,467 procedures in underserved communities. Students reported increased confidence across 14 areas of self-assessment. The percentage of students reporting future plans of working in public health clinics upon graduation increased from 6% to 19%. Affiliate clinic faculty indicated increased care delivery for underserved patients, appointment availability, and job satisfaction. CONCLUSIONS The newly implemented UCLA SOD CBCE program preliminarily yielded immediate positive outcomes for SOD students and affiliate community clinics.
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Affiliation(s)
- Lisa B Nguyen
- Division of Public Health and Community Dentistry, Section of Pediatric Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
| | - Lynn Johnson
- Department of Periodontics and Oral Medicine, Dental Informatics, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA
| | - Steve Lee
- Section of Restorative Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
| | - Kyle Tupaz
- Division of Public Health and Community Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
| | - Wilhelm A Piskorowski
- Division of Public Health and Community Dentistry, UCLA School of Dentistry, Los Angeles, California, USA
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Mays KA. Designing Oral Health Curriculum That Facilitates Greater Integration of Oral Health Into Overall Health. FRONTIERS IN DENTAL MEDICINE 2021. [DOI: 10.3389/fdmed.2021.680520] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/27/2022] Open
Abstract
For several decades, health professions education has been transforming; pedagogical constructs such as active learning, recorded lectures, electronic assessment, asynchronous content delivery, and interprofessional education and practice. However, the typical oral health curriculum has need for further transformation to ensure graduates' ability to function in an integrated health system. There is significant literature outlining associations between oral health and overall health, therefore, it is paramount that oral health learners develop skills to collaborate in an integrated model. Satcher, in 2000, outlined the gravity of oral health inequities and the importance of oral health. He said, “Too little time is devoted to oral health and disease topics in the education of non-dental health professional.” However, on the contrary typical oral health curriculum provide knowledge acquisition of topics related to overall health but isn't specifically designed to guide integrated care. In order to increase integrated care, groups like the Interprofessional Education Collaborative (IPEC) have developed competencies for interprofessional education and collaborative practice that guides the training of health professionals. One way to improve integration is accreditation standards that guide transformation as well incorporate IPEC competencies. Having competencies is important to prepare learners to function in clinics like Kaiser Permanente's medical-dental integration model that rely upon teams and teamwork and clarity of roles and responsibilities. This manuscript outlines principle of oral health curriculum that facilitate graduates ability to work in an integrated health system and how that contributes to the improvement overall health of patients.
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Crivello BJ, Whitworth BC, Pazdernik VK, Singh I, Freihofer JM, Davis JM. Community partnerships within a novel dental school urgent care center: Student perceptions. J Dent Educ 2021; 85:1396-1403. [PMID: 33754345 DOI: 10.1002/jdd.12592] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/15/2020] [Revised: 02/25/2021] [Accepted: 03/06/2021] [Indexed: 11/07/2022]
Abstract
PURPOSE/OBJECTIVES Oral health inequities and limited access to care cause patients to seek dental treatment in hospital emergency departments. In addition, conventional clinic models and curricular limitations may result in inadequate experiences for students learning urgent dental care. The aim of the current study was to investigate student perceptions of a novel dental school urgent care clinic model. METHODS A mixed-methods, cross-sectional study design was used to survey third-year and fourth-year students at a Midwest dental school in spring 2020 about their experiences providing patient care in the school's internal urgent care center. Along with a structured curriculum, the urgent care clinic model incorporates an on-site partnership with a community health center and a hospital emergency department affiliation that serves as a referral base to provide students with their learning experiences. RESULTS Of 81 students, 78 completed the survey (96% response rate). The majority of students treated 50 or more patients. From their urgent care experiences, a majority of students felt prepared to manage patients with acute dental pain and swelling (72/77, 94%), and reported a better understanding of interprofessional collaborations in dentistry (42/77, 55%) and the importance of providing urgent dental care to underserved patients (72/77, 94%). Most students (64/75, 85%) were more likely to offer urgent dental care services to underserved populations in future practice. CONCLUSION This collaborative school-based urgent care clinic model incorporating community partnerships provided transformative learning experiences, positively impacted student perceptions of their learning, and influenced future practice behaviors related to urgent dental care.
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Affiliation(s)
- Brandon J Crivello
- St. Louis Dental Center, Missouri School of Dentistry and Oral Health, A.T. Still University, St. Louis, Missouri, USA
| | - B Clifton Whitworth
- St. Louis Dental Center, Missouri School of Dentistry and Oral Health, A.T. Still University, St. Louis, Missouri, USA.,St. Louis Dental Center, Affinia Healthcare, St. Louis, Missouri, USA
| | - Vanessa K Pazdernik
- Department of Research Support, A.T. Still University, Kirksville, Missouri, USA
| | - Ishwpriya Singh
- Missouri School of Dentistry and Oral Health, A.T. Still University, St. Louis, Missouri, USA
| | - James M Freihofer
- Missouri School of Dentistry and Oral Health, A.T. Still University, St. Louis, Missouri, USA
| | - Joan M Davis
- Missouri School of Dentistry and Oral Health, A.T. Still University, St. Louis, Missouri, USA
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Smith PD, Mays KA. Dental Students' Non‐Clinical Learning During Community‐Based Experiences: A Survey of U.S. Dental Schools. J Dent Educ 2019; 83:1289-1295. [DOI: 10.21815/jde.019.130] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/17/2019] [Accepted: 05/25/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Patrick D. Smith
- Department of Pediatric Dentistry Division of Prevention and Public Health Sciences University of Illinois at Chicago College of Dentistry
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12
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Mays KA, Scheffert DR, Maguire M, Lunos S, Johnson R, Jackson L, Riggs S. Dental Students' Intent to Practice in Rural Communities Before and After Community-Based Rotations in a Rural Area. J Dent Educ 2019; 83:1296-1303. [PMID: 31451555 DOI: 10.21815/jde.019.142] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/14/2019] [Accepted: 06/17/2019] [Indexed: 11/20/2022]
Abstract
Community-based dental education (CBDE) has the potential to positively impact the educational process in a manner that both contributes to educational outcomes and shapes the learner's behavior. The aim of this study was to determine the correlation between dental students' intended practice location and the size of their hometown and to assess any impact their CBDE rotation in a rural location had on practice location intention. From March 7, 2016, to August 12, 2018, fourth-year students at one U.S. dental school were invited to complete a ten-item questionnaire prior to and after their four-week clinical rotations at a rural clinic. Of the 123 dental students on rotation at the clinic during this time, 106 completed the pre-rotation survey and 112 the post-rotation survey, for response rates of 86% and 91%, respectively. Prior to the rotation, 58.6% selected one of the rural locations as an ideal practice location, and that percentage increased slightly to 61.4% after the rotation; the difference was not statistically significant (p=0.984). The results did show a significant increase from pre to post rotation for women intending to practice in rural communities (p=0.0413). This study found that students' intent to practice in a rural location was not significantly affected by a clinical rotation in a rural clinic; however, there was strong evidence that students from rural communities intended to practice in rural communities after graduation.
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Affiliation(s)
- Keith A Mays
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry.
| | - Donna Rae Scheffert
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
| | - Meghan Maguire
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
| | - Scott Lunos
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
| | - Renee Johnson
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
| | - Linda Jackson
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
| | - Sheila Riggs
- Keith A. Mays is Associate Dean of Academic Affairs, University of Minnesota School of Dentistry; Donna Rae Scheffert is President, Leadership Tools, Northfield, MN; Meghan Maguire is Assistant Director, Outreach Division, Department of Primary Dental Care, University of Minnesota School of Dentistry; Scott Lunos is Research Fellow, Biostatistical Design and Analysis Center, Clinical Translational Science Institute, University of Minnesota Twin Cities; Renee Johnson is Hygienist Instructor, Carris Health Dental Clinic, Wilmar, MN; Linda Jackson is Dental Director, Carris Health Dental Clinic, Wilmar, MN; and Sheila Riggs is Chair, University of Minnesota School of Dentistry
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Gordon S, Warren AC, Wright WG. Influence of Community-Based Dental Education on Practice Choice: Preliminary Data from East Carolina University. J Dent Educ 2019; 83:1000-1011. [PMID: 31133618 DOI: 10.21815/jde.019.101] [Citation(s) in RCA: 11] [Impact Index Per Article: 2.2] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/31/2018] [Accepted: 02/12/2019] [Indexed: 12/30/2022]
Abstract
Maldistribution of the dental workforce contributes to poor access to oral health care. Community-based dental education (CBDE) may help to address this problem by using experiential learning to encourage new dentists to practice in underserved areas. The East Carolina University School of Dental Medicine (East Carolina University SoDM) employs a multifaceted strategy, including CBDE, to increase the number of dentists practicing in underserved areas of North Carolina. The aim of this study was to assess the influence of CBDE and other factors on practice choice among East Carolina University SoDM graduates. This cross-sectional study assessed practice intentions before and after a senior-year CBDE experience. Data were obtained for students in three graduating years from written student reflections and self-reported practice plans solicited at graduation. Of the total 156 students between 2015 and 2017 (52 each year), all students participated in at least one component of this evaluation: all students (100%) completed required student reflections, and 148 (95%) provided pre-graduation practice plans. Data were also obtained on alumni practice characteristics via a survey of recent graduates; 72 alumni (46% response rate) participated in the alumni survey. The assessments found positive attitudes towards the CBDE program before and after participation, although areas for improvement relating to business management and financial viability were reported. The majority of alumni respondents (67%) remained in the state to practice after graduation, with half reporting practicing in rural areas. For most alumni respondents (>75%), debt, salary, benefits, type of patient population, and desire to own/run a business were important factors other than the CBDE program influencing their practice choice. Nearly half of them (45.8%) rated desire to work in a public health setting as an important factor. This study provides preliminary evidence of the effectiveness of this educational model in retaining new dentists within the state to address the critical shortage of dentists in North Carolina.
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Affiliation(s)
- Sharon Gordon
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine.
| | - Abigail C Warren
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine
| | - Wanda G Wright
- Sharon Gordon is currently Dean, UConn School of Dental Medicine and was Associate Dean for Research and Chair, Department of Foundational Sciences, East Carolina University School of Dental Medicine at the time of this study; Abigail C. Warren is a dental student, East Carolina University School of Dental Medicine; and Wanda G. Wright is Assistant Professor, Department of Foundational Sciences, and Division Director of Dental Public Health, East Carolina University School of Dental Medicine
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14
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Mays KA, Maguire M. Care Provided by Students in Community-Based Dental Education: Helping Meet Oral Health Needs in Underserved Communities. J Dent Educ 2018; 82:20-28. [DOI: 10.21815/jde.018.003] [Citation(s) in RCA: 8] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/09/2016] [Accepted: 08/11/2017] [Indexed: 11/20/2022]
Affiliation(s)
| | - Meghan Maguire
- Outreach Division, Department of Primary Dental Care; University of Minnesota
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15
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Reinhardt JW. Current Status of Operation and Management of Dental School Clinics. J Dent Educ 2017; 81:eS50-eS54. [DOI: 10.21815/jde.017.007] [Citation(s) in RCA: 6] [Impact Index Per Article: 0.9] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/09/2017] [Accepted: 02/06/2017] [Indexed: 11/20/2022]
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