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Álvarez-Cruces DJ, Otondo-Briceño M, Nocceti-de-la-Barra A, Medina-Moreno A, Henríquez-Tejo R. Cultural topics with clinical implications needed in the dental curriculum to develop intercultural competence: A systematic review. J Dent Educ 2024; 88:922-932. [PMID: 38551308 DOI: 10.1002/jdd.13509] [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: 10/10/2023] [Revised: 02/02/2024] [Accepted: 02/23/2024] [Indexed: 07/14/2024]
Abstract
OBJECTIVE To identify cultural topics with clinical implications to be incorporated into the dentistry curriculum to develop Intercultural Competence. METHODS Systematic review with PRISMA criteria that exported 216 articles from the Web of Science, Scopus, and SciELO databases from 2012 to 2022, of which 40 were selected. The inclusion criteria were theoretical and empirical scientific articles, of quantitative, qualitative, or mixed methods nature, on cultural topics. RESULTS The data analysis allowed the organization of information into four cultural topics: Development of professional intercultural self-awareness, Individual, family, and cultural implications, Construction of intercultural therapeutic relationships, and Specific clinical aspects, each with particular contents to be developed in the dentistry curriculum. However, some clinical issues have yet to be explored in-depth, leaving research possibilities open to all disciplines in dentistry. Additionally, it is necessary to analyze the cultural bias in the discussion and conclusion of some reviewed articles, as they were conducted from an ethnocentric perspective. Thus, peer reviewers of scientific journals and researchers in these topics must have appropriate training in Intercultural Competence. CONCLUSIONS This review provides a guide and pedagogical sequence of the cultural topics that should be incorporated into the dentistry curriculum to achieve Intercultural Competence, it also highlights a wide range of relevant aspects to consider in establishing an adequate therapeutic relationship. Explicit accreditation criteria contribute to the establishment of Intercultural Competence in the curricula; however, in countries that lack regulations, there is a moral and ethical duty to incorporate the subject so that the future professional can manage and establish inclusive healthcare.
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Affiliation(s)
- Debbie J Álvarez-Cruces
- Departamento de Patología y Diagnóstico, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepcion, Chile
| | - Maite Otondo-Briceño
- Facultad de Educación, Universidad Católica de la Santísima Concepción, Concepcion, Chile
| | | | - Alejandra Medina-Moreno
- Departamento de Patología y Diagnóstico, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
| | - Rocío Henríquez-Tejo
- Departamento de Salud Pública, Facultad de Odontología, Universidad de Concepción, Concepcion, Chile
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2
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Marchini L. Educating dental students to provide compassionate age friendly care for older adults. J Dent Educ 2023. [PMID: 37082979 DOI: 10.1002/jdd.13227] [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: 01/13/2023] [Revised: 03/31/2023] [Accepted: 04/08/2023] [Indexed: 04/22/2023]
Abstract
As the world population ages, the need for age friendly care increases. In dentistry, age friendly care requires an appropriate comprehension of multiple factors that can be categorized in socio-economic circumstances, systemic health problems, and oral health conditions. In addition to the understanding of these factors and its relationships among each other, the future dental workforce should also be aware of unconscious and pervasive societal stereotypical perception of older persons, aging, and being old, which results in ageism and ageist attitudes. Dental schools can play an important role on raising ageism awareness and combating ageism in healthcare, thus preparing the future of the dental workforce to provide compassionate age friendly care. This paper will discuss ageism in dental schools and learning strategies used to combat it and increase compassionate care delivery for older adults.
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Affiliation(s)
- Leonardo Marchini
- Department of Comprehensive Care, Case Western Reserve University School of Dental Medicine, Cleveland, Ohio, USA
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3
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Evaluating a Dental Public-Health Game across Two Learning Contexts. EDUCATION SCIENCES 2022. [DOI: 10.3390/educsci12080517] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Subscribe] [Scholar Register] [Indexed: 11/16/2022]
Abstract
Serious games have been shown to be effective learning tools in various disciplines, including dental education. Serious-game learning environments allow learners to improve knowledge and skills. GRAPHIC (Games Research Applied to Public Health with Innovative Collaboration), a serious game for dental public health, was designed to simulate a town, enabling students to apply theoretical knowledge to a specific population by selecting health promotion initiatives to improve the oral health of the town population. This study employed a literature-based evaluation framework and a sequential explanatory mixed-methods research design to evaluate the use of GRAPHIC among final-year dental undergraduates across two learning contexts: King’s College London in the United Kingdom and Mahidol University in Thailand. Two hundred and sixty-one students completed all designated tasks, and twelve participated in semi-structured interviews. The findings demonstrated knowledge improvement after game completion based on pre- and post-knowledge assessments, and the students’ perceptions of the game as an interactive and motivational learning experience. The evaluation identified five serious-game dimensions and clear alignment between these dimensions, demonstrating the impact of serious games in dental public health and, more widely, in healthcare education.
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Murray PM, Sepulveda A, Baird J. Longitudinal impact of a poverty simulation on healthcare practitioners' attitudes towards poverty. J Pediatr Nurs 2022; 64:24-30. [PMID: 35131716 DOI: 10.1016/j.pedn.2022.01.016] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Submit a Manuscript] [Subscribe] [Scholar Register] [Received: 05/10/2021] [Revised: 01/19/2022] [Accepted: 01/24/2022] [Indexed: 01/10/2023]
Abstract
BACKGROUND Many clinicians have limited knowledge about the challenges of living in poverty, leading to stigma and differential treatment in healthcare settings. A poverty simulation event may help clinicians gain empathy and knowledge about the ways that poverty impacts health and well-being. PURPOSE This study evaluated the impact of a poverty simulation and the effect of personal characteristics on clinicians' attitudes towards poverty. METHODS Using a prospective longitudinal mixed-methods study design, a convenience sampling of clinicians from a freestanding children's hospital was recruited to participate in a poverty simulation event. The 21-item Attitudes Towards Poverty (ATP) tool was administered pre- and post-simulation and at 3 follow-up time points. Multiple linear regression analysis and linear mixed effects models were used to analyze ATP data. Qualitative data were analyzed to identify broad themes. RESULTS Mean scores in the ATP domains of stigma and structural perspective increased post-simulation, but only stigma scores demonstrated sustained improvement. Scores in the personal deficiency domain remained unchanged. Being male, White, and having Liberal political views were associated with lower ATP scores in our data. Qualitative data show participants felt the simulation generated feelings of compassion and empathy. DISCUSSION Simulation participation improved ATP scores in two domains immediately post-event, suggesting the simulation positively impacted clinicians' attitudes towards poverty. Follow-up data suggest the impact of the simulation may be temporary. TRANSLATION TO HEALTH EDUCATION PRACTICE Experiential learning activities, like poverty simulations, help foster awareness and empathy among clinicians but may not have long-term impact. Ongoing education is needed to create a workforce sensitized and equipped to care for families from all backgrounds.
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Affiliation(s)
- Paula M Murray
- Institute for Nursing and Interprofessional Research, Children's Hospital Los Angeles, Los Angeles, USA
| | - Aviril Sepulveda
- Division of Rehabilitation Medicine, Children's Hospital Los Angeles, Los Angeles, USA
| | - Jennifer Baird
- Institute for Nursing and Interprofessional Research, Children's Hospital Los Angeles, Los Angeles, USA.
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Westrick SC, Harris T, Hastings T, Zhao Y, Diggs K, Shah R. Evaluation of a poverty-focused educational program and simulation for pharmacists. CURRENTS IN PHARMACY TEACHING & LEARNING 2022; 14:344-351. [PMID: 35307095 DOI: 10.1016/j.cptl.2022.01.020] [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: 01/28/2021] [Revised: 11/24/2021] [Accepted: 01/13/2022] [Indexed: 06/14/2023]
Abstract
BACKGROUND AND PURPOSE Limited literature explores the impact that poverty-focused educational simulations can have on practicing clinicians. This study used a poverty simulation, specifically created to resemble the lives of Medicare patients, to sensitize practicing pharmacists to the situations faced by people living in poverty. The study evaluated how a poverty-focused educational program impacted practicing pharmacists' actual knowledge gain, intention to assist patients with limited income, and satisfaction with the educational program. EDUCATIONAL ACTIVITY AND SETTING A quasi-experimental one-group pre-/posttest design of practicing pharmacists was utilized. The intervention was a live continuing educational (CE) program at a pharmacy alumni event and a pharmacy convention. The CE program was delivered in person and included a Medicare poverty simulation and a 75-min didactic lecture. Pre- and posttests were used to assess outcomes. The primary outcome was change in knowledge as measured by test scores. Secondary outcomes included intention to assist future low-income patients and participant satisfaction with the educational program. FINDINGS Eighty-nine pharmacists participated in the educational program. Participants' mean knowledge increased from 2.76 (SD = 0.97) to 3.61 (SD = 1.21) (P < .001) out of 5. The majority (88.3%) agreed they were interested in assisting patients with limited income in the future. Most participants strongly agreed that the program was satisfactory and contributed to their learning. SUMMARY This is the first identifiable study that incorporated a poverty simulation into an educational program for practicing pharmacists. The study may help inform the development of future educational programs for practicing pharmacists.
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Affiliation(s)
- Salisa C Westrick
- Health Outcomes Research and Policy Department, Harrison School of Pharmacy Auburn University, 2316 Walker Building, Auburn University, AL 36849, United States.
| | - Tinia Harris
- PGY1 Pharmacy Practice Resident, Regional One Health, 877 Jefferson Avenue, Memphis, TN, United States.
| | - Tessa Hastings
- Clinical Pharmacy and Outcomes Sciences, University of South Carolina College of Pharmacy, 715 Sumter Street - CLS 311E, Columbia, SC 29208, United States.
| | - Yi Zhao
- Health Outcomes Research and Policy Department, Harrison School of Pharmacy Auburn University, 2316 Walker Building, Auburn University, AL 36849, United States.
| | - Kavon Diggs
- Harrison School of Pharmacy Auburn University, 2316 Walker Building, Auburn University, AL 36849, United States.
| | - Ritu Shah
- EVERSANA, Mumbai, Maharashtra, India
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Hitchcock LI, Timmons McKenzie C, Shipman S, Varley A, Pollio W, Peterson DT, King DM, Lee White M. Interprofessional Simulation for Understanding Poverty. Clin Simul Nurs 2021. [DOI: 10.1016/j.ecns.2020.12.002] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 12/16/2022]
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Patel SA, Halpin RM, Keosayian DL, Streckfus CF, Barros JA, Franklin DR, Quock RL, Jeter CB, Franklin A. Impact of simulated patients on students' self-assessment of competency in practice of geriatric dentistry. J Dent Educ 2020; 84:908-916. [PMID: 32394449 DOI: 10.1002/jdd.12176] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/12/2019] [Revised: 04/15/2020] [Accepted: 04/25/2020] [Indexed: 12/30/2022]
Abstract
PURPOSE The evaluation of the effectiveness of simulation training in dentistry has previously been focused primarily on psychomotor hand skills. This study explored the impact of simulated patient (SP) encounters in simulation on students' self-assessment of competency in their clinical and communication abilities with geriatric patients. METHODS Students from 2 cohorts were recruited for this study. Cohort 1 (n = 30) participated in the standard curriculum with no simulation training and served as the control group. Cohort 2 (n = 34) participated in a SP experience, simulating the initial stages of a care visit for 2 nursing home patients. Students' perceptions of competency to perform these clinical and communication tasks were assessed. A group debriefing session was held 5 weeks post-simulation where Cohort 2 completed a student feedback form. RESULTS A statistically significant change (P < 0.00001) was noted for both cohorts in their self-reported competence to perform clinical tasks following exposure to an independent clinical experience. In addition to this gain, individuals in Cohort 2 demonstrated improvements following simulation and expressed different responses of impact to questions related to treatment, pharmacology, and managing a complex medical history. CONCLUSIONS This study suggests that simulation of patient interactions using SPs can strengthen students' self-assessment of competency in their abilities, leading to more genuine interactions with actual patients. These findings will help inform the design of future SP encounters as a component of an evolving humanistic curriculum.
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Affiliation(s)
- Shalizeh A Patel
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Richard M Halpin
- Educational Technology, Office of Technology Services and Informatics, UTHealth School of Dentistry, Houston, Texas, USA
| | - Diana L Keosayian
- Institutional Effectiveness, UTHealth Office of Academic Affairs, Houston, Texas, USA
| | - Charles F Streckfus
- Department of Diagnostic and Biomedical Sciences, UTHealth School of Dentistry, Houston, Texas, USA
| | - Juliana A Barros
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Deborah R Franklin
- Department of General Practice and Dental Public Health, UTHealth School of Dentistry, Houston, Texas, USA
| | - Ryan L Quock
- Department of Restorative Dentistry & Prosthodontics, The University of Texas Health Science Center at Houston (UTHealth) School of Dentistry, Houston, Texas, USA
| | - Cameron B Jeter
- Department of Diagnostic and Biomedical Sciences, UTHealth School of Dentistry, Houston, Texas, USA
| | - Amy Franklin
- UTHealth School of Biomedical Informatics, Houston, Texas, USA
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Northrup A, Berro E, Spang C, Brown M. Teaching Poverty: Evaluation of Two Simulated Poverty Teaching Interventions With Undergraduate Nursing Students. J Nurs Educ 2020; 59:83-87. [PMID: 32003847 DOI: 10.3928/01484834-20200122-05] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 05/08/2019] [Accepted: 10/07/2019] [Indexed: 11/20/2022]
Abstract
BACKGROUND The study aim was to evaluate the effectiveness of two simulated poverty teaching interventions-the Community Action Poverty Simulation (CAPS) and the Oxfam Hunger Banquet-to improve undergraduate nursing student attitudes toward people living in poverty. METHOD Freshman and sophomore nursing students participated in a Missouri Community Action Network CAPS® experience or an Oxfam America Hunger Banquet® during a 3-year period, and completed pre- and post-assessments using the Undergraduate Perceptions of Poverty Tracking Survey (UPPTS). RESULTS A significant improvement in UPPTS scores was seen in students after participating in a CAPS experience and less of an improvement was noted after participating in a Hunger Banquet. CONCLUSION Both simulated poverty teaching interventions had positive effects on the students' perceptions toward people living in poverty, but the CAPS had a greater influence on improving student attitudes. [J Nurs Educ. 2020;59(2):83-87.].
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Sooampon S, Sooampon S. Perception of Thai dental students on becoming innovative healthcare professionals. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2020; 24:95-102. [PMID: 31584729 DOI: 10.1111/eje.12472] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 04/01/2019] [Revised: 09/10/2019] [Accepted: 10/03/2019] [Indexed: 06/10/2023]
Abstract
OBJECTIVES This study investigated the perception of dental students on becoming innovative healthcare professionals. The specific objective was to identify aspects of innovative healthcare development that could spur their interest in becoming more involved in healthcare research and new product development. METHODS Survey research was conducted via questionnaires using a five-point Likert scale response. Based on the innovation science literature, each questionnaire comprised three sets of questions that might foster dental students' interest in healthcare innovation development. Data were obtained from 265 students from years 2, 4 and 6. RESULTS Three critical dimensions of dental student's preferences were revealed. First, socially related goals were identified as important for developing healthcare innovation. Second, non-traditional learning activities, especially lectures from experienced innovators or an industrial trip were suggested to foster interest in healthcare innovation. Third, the students thought it was important to learn about the research process that translates scientific findings into healthcare innovation. CONCLUSIONS This study identifies potential ways to develop dental clinicians' interest in becoming innovative professionals who are involved in healthcare product development. This is especially true for Thailand where commercially based innovation has not yet flourished.
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Affiliation(s)
- Sutti Sooampon
- Department of International Business Administration, Faculty of Administration and Management, King Mongkut's Institute of Technology Ladkrabang, Bangkok, Thailand
| | - Sireerat Sooampon
- Department of Pharmacology, Faculty of Dentistry, Chulalongkorn University, Bangkok, Thailand
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10
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Meyer BD, King JD, Kowlowitz V, Lampiris LN. Assessing Dental Students' Knowledge, Attitudes, and Beliefs About Medicaid and Health Care Reform: A Mixed‐Methods Study. J Dent Educ 2019; 83:1263-1271. [DOI: 10.21815/jde.019.135] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 01/07/2019] [Accepted: 06/12/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Beau D. Meyer
- Department of Pediatric and Public Health University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Jack D. King
- Department of Comprehensive Oral Health University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Vicki Kowlowitz
- Department of Academic Affairs University of North Carolina at Chapel Hill Adams School of Dentistry
| | - Lewis N. Lampiris
- Service to Communities Program Department of Pediatric and Public Health University of North Carolina at Chapel Hill Adams School of Dentistry
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Lu SH, McQuistan MR, Qian F. Predictors of Dental Students' Anticipated Willingness to Treat Underserved Populations Five Years After Graduation. J Dent Educ 2019; 83:1253-1262. [DOI: 10.21815/jde.019.143] [Citation(s) in RCA: 2] [Impact Index Per Article: 0.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/23/2019] [Accepted: 06/25/2019] [Indexed: 11/20/2022]
Affiliation(s)
- Sheng Hao Lu
- University of Iowa College of Dentistry & Dental Clinics
- Iowa Chapter American Student Dental Association
| | - Michelle R. McQuistan
- Department of Preventive and Community Dentistry University of Iowa College of Dentistry & Dental Clinics
| | - Fang Qian
- Department of Preventive and Community Dentistry University of Iowa College of Dentistry & Dental Clinics
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12
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McKenzie CT, Tilashalski K, Abou-Arraj R, Peterson DT, White ML. Students' Evaluations of Simulations in Dentistry: A Multiple Cohort Study at a U.S. Dental School. J Dent Educ 2019; 83:1142-1150. [PMID: 31235505 DOI: 10.21815/jde.019.121] [Citation(s) in RCA: 5] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/01/2018] [Accepted: 04/18/2019] [Indexed: 12/21/2022]
Abstract
Simulation may help translate didactic learning to patient care in areas such as communication skills and medical emergency management. The aims of this study were to investigate how multiple cohorts of dental students evaluated simulations utilizing standardized patients and manikins and to explore evaluations of a simulation that combined social determinants of health with oral health education. All approximately 600 second- and fourth-year dental students at one U.S. dental school participated in simulation activities for five years (2014-18). The activities involved clinical communication skills with an urgent care patient, medical emergency management, and communication skills with a parent with low income. After the simulations, students were invited to complete an evaluation of the experience. Questionnaire items addressed perceived applicability to patient care, value of the experience, and fulfillment of objectives; and open-ended questions asked for comments specific to the parent with low income simulation. A total of 497 responses from D2 and D4 students were collected over the five-year period, as well as from all 12 periodontics residents in 2017, for an overall 91.7% response rate. The vast majority (>90.6%) positively evaluated all items for each simulation. The positive ratings ranged from a mean of 99.3% for the urgent care simulation to 93.8% for the parent with low income simulation. Positive student comments often related to learning from/with others and effective practice of teach back and patient education tactics. Students' most frequent suggestions for improvement called for better preparation. In this study, simulations with both standardized patients and manikins led to positive evaluations as well as anticipated improvement of clinical performance. These results suggest that incorporating simulation into an already-crowded curriculum is worth it from the student perspective, especially for reinforcement of clinical skills not easily amenable to classroom instruction.
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Affiliation(s)
- Carly T McKenzie
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham.
| | - Ken Tilashalski
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Ramzi Abou-Arraj
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Dawn Taylor Peterson
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
| | - Marjorie Lee White
- Carly T. McKenzie, PhD, is Assistant Professor, Department of Clinical and Community Sciences, Behavioral and Population Sciences Division, School of Dentistry, The University of Alabama at Birmingham; Ken Tilashalski, DMD, is Professor, Department of Restorative Sciences and Associate Dean for Academic Affairs, School of Dentistry, The University of Alabama at Birmingham; Ramzi Abou-Arraj, DDS, MS, is Associate Professor, Department of Periodontology, School of Dentistry, The University of Alabama at Birmingham; Dawn Taylor Peterson, PhD, is Assistant Professor, Department of Medical Education, School of Medicine and Department of Health Services Administration, School of Health Professions, as well as Director of Faculty Development and Training, Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham; and Marjorie Lee White, MD, MA, MPPM, is Professor, Departments of Pediatric Emergency Medicine and Medical Education, School of Medicine and School of Health Professions, Assistant Dean for Clinical Simulation, and Director of Office of Interprofessional Simulation for Innovative Clinical Practice, The University of Alabama at Birmingham
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Tiwari T. Social Determinants of Health: An Essential Element in Dental Education. J Dent Educ 2019; 82:235-236. [PMID: 29496800 DOI: 10.21815/jde.018.021] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 11/20/2022]
Affiliation(s)
- Tamanna Tiwari
- Dr. Tiwari is Assistant Professor, Department of Community Dentistry and Population Health and Associate Director, Center for Oral Disease Prevention and Population Health Research, School of Dental Medicine, University of Colorado Anschutz Medical Campus, Mail Stop F843, 13065 East 17th Ave., Room 104F, Aurora, CO 80045; 303-724-9539;
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Tiwari T, Palatta AM. An Adapted Framework for Incorporating the Social Determinants of Health into Predoctoral Dental Curricula. J Dent Educ 2019; 83:127-136. [DOI: 10.21815/jde.019.015] [Citation(s) in RCA: 7] [Impact Index Per Article: 1.4] [Reference Citation Analysis] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 01/18/2023]
Affiliation(s)
- Tamanna Tiwari
- Department of Community Dentistry and Population Health
- Center for Oral Disease Prevention and Population Health Research; School of Dental Medicine; University of Colorado Anschutz Medical Campus
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