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Dixon J, Tubert-Jeannin S, Davies J, van Harten M, Roger-Leroi V, Vital S, Paganelli C, Akota I, Manzanares-Cespedes MC, Murphy D, Gerber G, Quinn B, Field J. O-Health-Edu: A viewpoint into the current state of oral health professional education in Europe: Part 2: Curriculum structure, facilities, staffing and quality assurance. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2024; 28:607-620. [PMID: 38258340 DOI: 10.1111/eje.12987] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 08/08/2023] [Revised: 10/18/2023] [Accepted: 12/18/2023] [Indexed: 01/24/2024]
Abstract
INTRODUCTION Oral health professional (OHP) education is likely to vary across Europe in accordance with an EU directive that is open to broad interpretation. It is not clear how OHP curricula are structured or delivered across Europe. The objectives of Part 2 of this paper series are: (i) to provide an overview of common practices in curriculum structure, the availability of facilities, staffing (faculty) and quality assurance processes and (ii) to consider how the existing programme structures align to stakeholder guidance documents. METHODS A total of 27 questions from a 91-item questionnaire were used for this manuscript. The questionnaire was developed following the Delphi method to establish consensus from a group of experts. Members of the research team and colleagues from other countries in Europe completed a multi-step piloting process. An online data hub was created to allow the respondents to be data controllers and respond to the questionnaire. ADEE member schools (n = 144) were invited to provide data. RESULTS Totally, 71 institutions from 25 European countries provided data between June 2021 and April 2023, which represents a response rate of 49.3% of ADEE members. Data on curriculum approaches, teaching methods, integration of topics of interest, clinical education, staff-student ratios, access to facilities and new technologies, teaching staff (faculty) and quality assurance processes are presented for Primary Dental Degree Programmes. CONCLUSION To the best of our knowledge, this series of papers are the first attempts to provide a comprehensive overview of OHP education in Europe. Results showed that the majority of European dental programmes are engaged in providing innovative and scientifically grounded education in order to develop quality future OHPs. Nevertheless, significant variability in the delivery of clinical education across the European OHP schools was notable in this dataset. A comprehensive view of the state of OHP education in Europe is not yet available but the O-Health-Edu data hub provides a means for all education providers in Europe to contribute data to reach this goal. It is anticipated that the data hub will be updated and built upon over time to continually establish a clearer picture of the state of OHP education in Europe.
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Affiliation(s)
| | | | | | - Maria van Harten
- Trinity College Dublin, Dublin, Ireland
- Association for Dental Education in Europe, Dublin, Ireland
| | | | | | | | | | | | - Denis Murphy
- Association for Dental Education in Europe, Dublin, Ireland
| | | | - Barry Quinn
- Association for Dental Education in Europe, Dublin, Ireland
- University of Liverpool, Liverpool, UK
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2
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Patterson RC, Jones JR. Developing time management with preclinical dental students via a preclinical exercise in an organization. J Dent Educ 2023; 87:1250-1256. [PMID: 37208799 DOI: 10.1002/jdd.13246] [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: 01/27/2023] [Revised: 04/11/2023] [Accepted: 04/30/2023] [Indexed: 05/21/2023]
Abstract
PURPOSE/OBJECTIVES Developing time management is an important aspect of a dental student's passage to clinical care and in their growth as a professional. Suitable time management and preparedness can potentially impact the prognosis of a successful dental appointment. The objective of this study was to determine if a time management exercise could be effective to increase students' preparedness, organization, time management, and reflection during simulated clinical care prior to transitioning to the dental clinic. METHODS Students completed five-time management exercises during the term preceding their entrance into the predoctoral restorative clinic which included appointment planning and organization, and reflection once finished. Pre- and post-term surveys were used to determine the impact of the experience. Quantitative data was analyzed using a paired t-test and the qualitative data was thematically coded by the researchers. RESULTS Students reported a statistically significant increase in their self-confidence of clinical readiness after completion of the time management series, and all students completed the surveys. The themes indicated by students through their comments in the post-survey question regarding the experience were as follows: planning and preparation, time management, the practice of procedures, concern about workload, faculty encouragement, and unclear. Most students also reported the exercise to be beneficial for their predoctoral clinical appointments. CONCLUSIONS It was determined that the time management exercises were effective for the students as they transitioned to treating patients in the predoctoral clinic and can be used for future classes to increase their success.
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Affiliation(s)
- Rita C Patterson
- Department of Oral Rehabilitation and Biosciences, Division of Restorative Dentistry at Oregon Health and Science University, Portland, Oregon, USA
| | - Jeffrey R Jones
- Teaching and Learning Center at Oregon Health and Science University, Portland, Oregon, USA
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Asgari I, Karimi S, Charmdooz N, Tahani B. Competencies of dental public health for undergraduate students and their self-perceived achievements: The case of Iran. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:767-780. [PMID: 34941009 DOI: 10.1111/eje.12759] [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: 06/15/2020] [Revised: 08/30/2021] [Accepted: 12/14/2021] [Indexed: 06/14/2023]
Abstract
PURPOSE The aim of this study was to develop Dental Public Health (DPH) competencies and to assess the self-perceived achievements of undergraduate students in regard to these competencies. MATERIALS AND METHODS In the first phase, by using the mixed method of the RAND-UCLA model, a list of the proposed competencies was developed and validated based on three-round expert consensus using both rating and group discussing method. In the second phase, 120 senior (final-year) dental students were asked to determine their achievements based on the finalised list of competency statements on a 0-10 numerical scale. Descriptive statistical analysis was then performed using SPSS (version 22) to determine the mean score of the items and domains. Some background factors were also tested for any relationship. RESULT After three rounds of implementing the RAND-UCLA method, 31 statements in 10 domains were developed and validated. The mean total score of the self-reported competency was 176.87 ± 52.4 amongst the recruited dental students with a range of 37 to 304. The highest mean ± sd score (7.7 ± 1.8) was found for the preventive oral health services field, whilst the lowest one (4.5 ± 2.3) was reported for understanding the components and functions of the health system. The average self-reported scores of professional ethics and professionalism, evidence-based practice and oral health determinants were also acceptable amongst them. CONCLUSION The finalised competencies gained the consensus level of agreement and appropriateness by representatives of all DPH experts in the country. However, according to the dental students' self-reports, they had moderate competencies in most cases. Therefore, content and applied methods of training and evaluation may need to be revised to support students' development. Also, the complementary evaluation method at real work setting is highly suggested.
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Affiliation(s)
- Imaneh Asgari
- Department of Oral Public Health, Dental Research Institute, Dental Materials Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Shirin Karimi
- Dental Students Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Niloofar Charmdooz
- Dental Students Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
| | - Bahareh Tahani
- Department of Oral Public Health, Dental Research Institute, Dental Research Center, Isfahan University of Medical Sciences, Isfahan, Iran
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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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Fadel HT, Baghlaf K, Ben Gassem A, Bakeer H, Alsharif AT, Kassim S. Dental Students' Perceptions before and after Attending a Centre for Children with Special Needs: A Qualitative Study on Situated Learning. Dent J (Basel) 2020; 8:dj8030069. [PMID: 32635365 PMCID: PMC7557815 DOI: 10.3390/dj8030069] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 06/08/2020] [Revised: 06/27/2020] [Accepted: 06/30/2020] [Indexed: 11/16/2022] Open
Abstract
Objectives: To develop an in-depth understanding of the perceptions and experiences of senior dental students before and after fieldwork visits to a centre for children with special needs. Methods: A qualitative study utilised open-ended questions and involved 39 fifth-year dental students. A thematic analysis of the collected responses was undertaken, and a hierarchy of themes and subthemes were developed. Results: Analysis of the pre-visit responses revealed three main themes and a number of subthemes: 'negative expectations', 'positive expectations', and 'pain expectations'. Similarly, four main themes with a number of subthemes emerged from the post-visit responses: 'positive perceptions', 'negative perceptions', 'oral problems observed', and 'recommendations'. Conclusions: Within the study limits, different perspectives were extracted. Prior to the fieldwork visit, students expressed their lack of self-confidence and inadequate preparation. Following the situated learning visit experience, students' perceptions of managing special needs children was positively influenced. Students were happy to be exposed to such an experience, but hoped for better organisation and specialised supervision in the future.
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Affiliation(s)
- Hani T. Fadel
- Department of Preventive Dental Sciences, Taibah University Dental College & Hospital, Prince, Naif Ibn Abdulaziz Road, Al-Madinah Al-Munawwarah 42353, Saudi Arabia; (H.T.F.); (H.B.); (A.T.A.); (S.K.)
| | - Khlood Baghlaf
- Department of Pediatric Dentistry, Faculty of Dentistry, King Abdulaziz University, Jeddah 80209, Saudi Arabia
- Correspondence: ; Tel.: +966-126400000 (ext. 24500)
| | - Afnan Ben Gassem
- Department of Pediatric Dentistry and Orthodontics, Taibah University Dental College & Hospital, Prince, Naif Ibn Abdulazia, Al-Madinah Al-Munawwarah 42353, Saudi Arabia;
| | - Hala Bakeer
- Department of Preventive Dental Sciences, Taibah University Dental College & Hospital, Prince, Naif Ibn Abdulaziz Road, Al-Madinah Al-Munawwarah 42353, Saudi Arabia; (H.T.F.); (H.B.); (A.T.A.); (S.K.)
| | - Alla T. Alsharif
- Department of Preventive Dental Sciences, Taibah University Dental College & Hospital, Prince, Naif Ibn Abdulaziz Road, Al-Madinah Al-Munawwarah 42353, Saudi Arabia; (H.T.F.); (H.B.); (A.T.A.); (S.K.)
| | - Saba Kassim
- Department of Preventive Dental Sciences, Taibah University Dental College & Hospital, Prince, Naif Ibn Abdulaziz Road, Al-Madinah Al-Munawwarah 42353, Saudi Arabia; (H.T.F.); (H.B.); (A.T.A.); (S.K.)
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LeClaire JP, Stille SO, Foster KD, Berg RG. Analyzing essays about treating adults with special health care needs and intellectual and developmental disabilities. J Dent Educ 2020; 84:543-551. [PMID: 31985057 DOI: 10.1002/jdd.12040] [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: 07/25/2019] [Revised: 12/13/2019] [Accepted: 12/17/2019] [Indexed: 11/06/2022]
Abstract
OBJECTIVE Analyze reflection essays written by one graduating class of students after an initial experience in a clinic for adults with special health care needs (SHCN) and intellectual and developmental disabilities, to draw insights from the patterns of observations expressed. METHODS Essays were written by students from the University of Colorado School of Dental Medicine during the 2016-2017 academic year after completing a 1-day clinical experience treating this patient population. Readers identified 18 primary themes (PTs) previously identified in essays written during 2012-2013. RESULTS The PT Complex communicating through third party was identified in 79.4% of essays. Least common were Frustrated patient could not understand (1.9%) and Frustrated patient could not talk (1.9%). Nine PTs were grouped to represent 3 component themes (CTs): CT1 Communication challenges, CT2 Behavioral challenge, and CT3 Altruistic responses. This grouping showed moderate internal reliability. A fourth, CT4 Emotional challenges, was rejected due to low internal reliability. CT1 was most frequently identified, followed by CT3 then CT2. Three PTs were chosen as indicative of desirable outcomes and were labeled outcome themes (OTs): OT1 Willing to see patients with SHCNs after graduation, OT2 Would like more Special Care Clinic (SCC) experiences in the future, and OT3 Looking forward to next SCC experience. Associations between CTs and OTs were not statistically significant, but provided useful insights. CONCLUSION Reflection essays indicate discussion of strategies to manage behavioral challenges and encouragement of altruistic feelings are both vital in orientation sessions. These topics may be critical to positive student perceptions of the experience.
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Affiliation(s)
- JoAnn P LeClaire
- Department of Community Dentistry and Population Health, University of Colorado School of Dental Medicine, Aurora, Colorado, USA.,Special Care Clinic Program, Aurora, Colorado, USA
| | - Sheila O Stille
- Special Care Clinic Program, Aurora, Colorado, USA.,Department of Surgical Dentistry, University of Colorado School of Dental Medicine, Aurora, Colorado, USA.,General Practice Residency Program, Aurora, Colorado, USA
| | - Karen D Foster
- Department of Community Dentistry and Population Health, University of Colorado School of Dental Medicine, Aurora, Colorado, USA.,Special Care Clinic Program, Aurora, Colorado, USA
| | - Rob G Berg
- Department of Community Dentistry and Population Health, University of Colorado School of Dental Medicine, Aurora, Colorado, USA
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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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Goswami S, Karaharju-Suvanto T, Kaila M, Tseveenjav B. Community Health Centre-Based Outreach Clinic for undergraduate dental education: Experience in Helsinki over 8 years. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2018; 22:e312-e320. [PMID: 28963743 DOI: 10.1111/eje.12295] [Citation(s) in RCA: 6] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 09/10/2017] [Indexed: 06/07/2023]
Abstract
INTRODUCTION The University Dental Clinic of the City of Helsinki (UDC) developed a Community Health Centre-Based Outreach Clinic, with emphasis on paediatric dentistry. This study aimed to summarise the experiences and explore the student perspectives of the health centre-based outreach teaching clinic. METHODS The study data were from the years 2010 to 2016. The dental procedures carried out by the third- to fifth-year dental students were based on electronic health record of patients. The students' self-perceived benefits and free-text comments on the outreach training were collected as part of a yearly questionnaire survey. RESULTS A vast majority of the paediatric dental procedures that are required for competencies of dental students were performed in the outreach clinic. The most common procedures were fillings with local anaesthesia followed by preventive procedures. The majority of the students were very motivated to participate in the outreach training and reported that it was a useful educational approach to broaden their understanding of oral diseases and clinical experience. CONCLUSION The outreach clinic gives dental students a chance to gain valuable clinical experience through the number and diversity of the dental procedures they carry out. They gain confidence and get an opportunity to get acquainted with the primary healthcare system and social determinants of oral diseases. Outreach appears to provide complementary clinical experiences that fulfil learning outcomes. Learning objectives should be taken into account when planning the outreach programme in order to offer meaningful and motivating education.
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Affiliation(s)
- S Goswami
- Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - T Karaharju-Suvanto
- Department of Oral and Maxillofacial Diseases, Faculty of Medicine, University of Helsinki, Helsinki, Finland
| | - M Kaila
- Public Health Medicine, University of Helsinki, Helsinki, Finland
- Helsinki University Hospital, Helsinki, Finland
| | - B Tseveenjav
- Department of Social Services and Health Care, Oral Health Care, Helsinki, Finland
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Simon L, Shroff D, Barrow J, Park SE. A Reflection Curriculum for Longitudinal Community-Based Clinical Experiences: Impact on Student Perceptions of the Safety Net. J Dent Educ 2018; 82:12-19. [DOI: 10.21815/jde.018.004] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/30/2017] [Accepted: 08/11/2017] [Indexed: 11/20/2022]
Affiliation(s)
| | | | - Jane Barrow
- Office of Global and Community Health; Harvard School of Dental Medicine
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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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