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Scepanovic T, Mati S, Ming ALC, Yeo PYS, Nguyen D, Aria M, D'aniello L, Fung D, Muriithi E, Mamgain A, Zihao W, Zeng JH, Nichols A, McCullough M, Lim MAW, Wylie M, Yap T, Paolini R, Celentano A. The global distribution of special needs dentistry across dental school curricula. SPECIAL CARE IN DENTISTRY 2024; 44:1191-1210. [PMID: 38385902 DOI: 10.1111/scd.12973] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Grants] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 09/21/2023] [Revised: 01/19/2024] [Accepted: 01/28/2024] [Indexed: 02/23/2024]
Abstract
INTRODUCTION Special needs dentistry (SND) is an emerging dental specialty, with ongoing developments in education and clinical practice focused towards the tailored management of individuals with special needs (SN). Patients with SN have a higher prevalence of oral diseases and unmet dental needs compared to the general population. Although inadequate training and experience in managing patients with SN has been highlighted as a significant barrier to accessing care, there is limited data about the extent of SND teaching at the entry-to-practice or higher levels. METHODS This work is the first to map SND curricula globally, across 180 countries and 1265 dental schools. RESULTS Although 74.62% of dental schools were found in developing economies, the distribution of programs that reported SND in their courses was highly skewed towards developed countries. In terms of advanced degrees, beyond basic entry-to-practice training, the USA delivered 60% of the SND programs, followed by Canada (15.56%), UK (13.33%), and Australia (8.89%). The term SND appeared in 33.95% of entry-to-practice level program curricula and was less commonly used in transitioning economies. Only 112 SND-specialized practitioners enter the workforce globally each year from developed economies, and all but three advanced degrees are found in G7 countries. CONCLUSION By exploring the impact of economic status on its distribution, this paper highlighted the lack of SND representation in dental curricula, especially amongst programs in transitioning or developing economies. Education of both general dentists and specialists is critical as a collaborative effort is needed to manage the growing population of patients with SN.
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Affiliation(s)
- Tamara Scepanovic
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Sarah Mati
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Anna L C Ming
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Priscilla Y S Yeo
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - David Nguyen
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Massimo Aria
- Department of Economics and Statistics, University of Naples Federico II, Naples, Italy
| | - Luca D'aniello
- Department of Social Sciences, University of Naples Federico II, Naples, Italy
| | - Desmond Fung
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Elizabeth Muriithi
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Asha Mamgain
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Wu Zihao
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Jin Han Zeng
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Andrew Nichols
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Michael McCullough
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Mathew A W Lim
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Michael Wylie
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Tami Yap
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Rita Paolini
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
| | - Antonio Celentano
- Melbourne Dental School, The University of Melbourne, Carlton, Victoria, Australia
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López RM, Bovaird I, Olmo González B, Abu-Eid R. Dental student readiness to treat special care patients upon graduation. SPECIAL CARE IN DENTISTRY 2023; 43:869-882. [PMID: 37186085 DOI: 10.1111/scd.12866] [Citation(s) in RCA: 2] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 04/27/2022] [Revised: 03/30/2023] [Accepted: 04/10/2023] [Indexed: 05/17/2023]
Abstract
INTRODUCTION There has been a global increase in patients with special needs. Undergraduate dental curricula need to adjust to meet the needs of these patients. This study aimed to identify how confident final year dental students felt about treating patients with special needs upon graduation and evaluate the influence that the curriculum had on their preparedness based on competencies outlined by the International Association for Disability and Oral Health (iADH). METHODS A questionnaire was administered to final year dental students at two different Universities in Scotland and in Spain to: (1) evaluate how prepared students felt when treating patients with special needs and (2) assess the competencies outlined by iADH. RESULTS The response rate was 18.4% (30/163 students). Overall, 83.3% of the students (n = 25) perceived they would benefit from more practical sessions with patients with learning and physical disabilities to improve their clinical management of these patients. 53.3% (n = 16) didn't feel that had the knowledge to properly treat all special care dentistry (SCD) patients upon graduation (scored 5 or 6 on the IADH competency framework). 83.3% of the students (n = 25) felt that the mode of teaching should be problem-based complemented with small group seminars. CONCLUSION Students from both Universities agreed that more clinical practice might be required for them to further their skills to treat special needs patients upon graduation, which correlates with the need to have more practical sessions to consolidate competency 4 (communication skills with SCD) and competency 6 (clinical management of patients requiring SCD).
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Affiliation(s)
| | - Iain Bovaird
- Institute of Dentistry, University of Aberdeen, Aberdeen, UK
| | - Belisa Olmo González
- Special Care and Oral Medicine Department, Dental School. Universitat Internacional de Catalunya, Sant Cugat del Valles, Spain
| | - Rasha Abu-Eid
- Institute of Dentistry, University of Aberdeen, Aberdeen, UK
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