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Mac Giolla Phadraig C, van Harten MT, Diniz-Freitas M, Limeres Posse J, Faulks D, Dougall A, Diz Dios P, Daly B. The impact of COVID-19 on access to dental care for people with disabilities: a global survey during the COVID-19 first wave lockdown. Med Oral Patol Oral Cir Bucal 2021; 26:e770-e777. [PMID: 34414999 PMCID: PMC8601643 DOI: 10.4317/medoral.24742] [Citation(s) in RCA: 9] [Impact Index Per Article: 3.0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/16/2021] [Accepted: 07/16/2021] [Indexed: 12/14/2022] Open
Abstract
BACKGROUND It is unclear what immediate impact the COVID-19 pandemic has had on delivery of oral healthcare to people with disabilities worldwide. AIM To report the international impact of COVID-19 lockdown on oral healthcare provision for people with disabilities before, during and after the first lockdown (March to July 2020). MATERIAL AND METHODS Cross-sectional online self-administered survey of dentists who treat people with disabilities completed 10th to 31st of July 2020. Responses allowed comparison from before, during and immediately after the first wave lockdowns of the COVID-19 pandemic. Data were analysed using McNemar's test to compare reported practice before to during lockdown, and before to after lockdown. RESULTS Four-hundred-thirty-six respondents from across global regions reported a significant reduction from before to during and from before to after lockdown regarding: the proportion of dentists treating people with all types of disability (p <0.001) and the number of patients with disabilities seen per week (p<0.0001). The proportion reporting no availability of any pharmacological supports rose from 22% pre-lockdown to 61% during lockdown (p < 0.001) and a persistent 44% after lockdown (p < 0.001). An increase in teledentistry was observed. CONCLUSIONS During the first COVID-19 lockdown, there was a significant negative impact on the delivery of dental care to people with disabilities. Oral healthcare access was significantly restricted for people with disabilities with access to sedation and general anaesthesia particularly affected. There is now an increased need to ensure that no-one is left behind in new and existing services as they emerge post-pandemic.
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Affiliation(s)
- C Mac Giolla Phadraig
- Department of Child and Public Dental Health Dublin Dental University Hospital Trinity College Dublin, Dublin 2, Ireland
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Mac Giolla Phadraig C, Ishak NS, van Harten M, Al Mutairi W, Duane B, Donnelly-Swift E, Nunn J. The Oral Status Survey Tool: construction, validity, reliability and feasibility among people with mild and moderate intellectual disabilities. J Intellect Disabil Res 2021; 65:437-451. [PMID: 33719155 DOI: 10.1111/jir.12820] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Received: 10/05/2020] [Revised: 01/06/2021] [Accepted: 01/07/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND A lack of robust data about the oral health of people with intellectual disabilities (IDs) contributes to health disparities. Appropriate research tools are therefore needed. This study reports the construction and evaluation of the Oral Status Survey Tool (OSST), designed to be administered with people with disabilities by non-dental personnel. METHOD Oral Status Survey Tool construction and evaluation was achieved adopting a non-clinical construction and content validation phase and a clinical phase to test concurrent validity, reliability and feasibility. Final refinements were also made. RESULTS The OSST conceptual framework covered oral function (tooth count, denture wear and opposing pairs of teeth) and oral disease/treatment need (soft tissue status, oral cleanliness, gum condition, carious teeth and oral pain). A systematic literature review identified no existing suitable indices. Candidate items were identified and validated by experts generating content validation ratios. This framework was modified later to expand the function construct. In the initial clinical phase, 49 out of 60 participants underwent examination with OSST and standard dental assessments. All had mild to moderate IDs. Mean age was 43 years (SD = 16), and mean number of teeth was 22.1 (SD = 8.6). Data collectors included two dentists and three non-dentists. Later, a further 17 adults (nine female and eight male) with mild/moderate IDs were included for refinement. At this stage, data collectors included two dentists and five non-dentists. Concurrent validity was established for tooth count [intraclass correlation coefficient = 0.99 (95% confidence interval, CI: 0.99-0.99)], carious teeth [Gwet's AC2 = 0.94 (95% CI: 0.89-0.99)] and gum condition [Gwet's AC1 = 0.84 (95% CI: 0.64-1)]. For all final OSST items, inter-rater reliability ranged from moderate to very good; median test-retest reliability ranged from moderate to good. Acceptability was demonstrated for data collectors and participants. Mean time to complete the OSST was 7 min. CONCLUSIONS The OSST is a novel tool that can record a range of clinical oral features including tooth count, denture wear, occluding pairs of teeth and functional dentition, oral cleanliness, gum condition, carious cavitation and oral pain that will be useful within health surveys of people with mild-moderate IDs and similarly neglected populations. The tool demonstrates promising attributes and acceptability. From this study, the OSST appears to be a robust tool that can be incorporated into general data collection for people with mild-moderate IDs and similar populations. A key feature is that it can be administered by well-trained non-dentists.
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Affiliation(s)
- C Mac Giolla Phadraig
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - N S Ishak
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - M van Harten
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - W Al Mutairi
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - B Duane
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - E Donnelly-Swift
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
| | - J Nunn
- School of Dental Science, Trinity College Dublin, Dublin 2, Ireland
- Division of Child and Public Dental Health, Dublin Dental University Hospital, Dublin 2, Ireland
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Kahatab AF, Ho YB, O'Reilly D, Tan C, McTernan J, Ahmad T, O'Halloran A, Sagheri D, Abdollahi A, Mac Giolla Phadraig C. Evidence-based dentistry can effectively be taught to dental care professional students - A mixed methods study. Eur J Dent Educ 2018; 22:167-173. [PMID: 29193633 DOI: 10.1111/eje.12302] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.2] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 10/17/2017] [Indexed: 06/07/2023]
Abstract
BACKGROUND Little research exists in the teaching of evidence-based dentistry (EBD) to students in the fields of dental hygiene, dental nursing and orthodontic therapy. This study aims to analyse the effect of a 1-day EBD programme on knowledge and confidence whilst also gaining insight into students' experience of the intervention. METHOD A mixed methods study was utilised with explanatory sequential design. The population consisted of dental hygiene (DH), dental nursing (DN) and orthodontic therapy (OT) students (N = 44). The intervention consisted of a 1-day active learning EBD programme, delivered via group projects and lectures. In the initial quantitative phase, a standardised questionnaire pre- and post -intervention measured changes in confidence for all participants, whilst change in knowledge was measured for DH and OT students only. Following this, focus groups were scheduled for all members of each discipline 3 months post-intervention for DN and 2 months post-intervention for DH and OT students. Semi-structured focus group schedules were drawn up, and groups organised according to the outcomes of quantitative data analysis. Qualitative results were analysed using a deductive adaptation of Burnard's thematic content analysis. RESULTS Forty-two students took part (94.45%) in this study. Median knowledge scores increased from zero to two of five (P < .001), whilst median confidence score doubled from four to eight of eight (P < .001). Results of thematic content analysis were coincident with quantitative results; however, it also provided constructive feedback regarding design and content of the course. CONCLUSIONS A 1-day bespoke programme in EBD increased students' confidence and knowledge in EBD skills. However, the findings further suggest that two successive half-day training sessions instead of one full-day training, tied in with coursework that requires the application of the acquired skills, may increase the learning experience further.
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Affiliation(s)
- A F Kahatab
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - Y B Ho
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - D O'Reilly
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - C Tan
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - J McTernan
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - T Ahmad
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - A O'Halloran
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - D Sagheri
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - A Abdollahi
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
| | - C Mac Giolla Phadraig
- Division 1, Dublin Dental University Hospital, Trinity College Dublin, Dublin 2, Ireland
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Mac Giolla Phadraig C, Griffiths C, McCallion P, McCarron M, Donnelly-Swift E, Nunn J. Pharmacological behaviour support for adults with intellectual disabilities: Frequency and predictors in a national cross-sectional survey. Community Dent Oral Epidemiol 2018; 46:231-237. [DOI: 10.1111/cdoe.12365] [Citation(s) in RCA: 9] [Impact Index Per Article: 1.5] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 08/09/2017] [Accepted: 01/09/2018] [Indexed: 11/29/2022]
Affiliation(s)
- C. Mac Giolla Phadraig
- Department of Child and Public Dental Health; Dublin Dental University Hospital; Dublin Ireland
- School of Dental Science; Trinity College Dublin; Dublin Ireland
| | - C. Griffiths
- School of Nursing and Midwifery; Trinity College Dublin; Dublin Ireland
| | - P. McCallion
- School of Nursing and Midwifery; Trinity College Dublin; Dublin Ireland
- School of Social Work; Temple University; Philadelphia PA USA
| | - M. McCarron
- School of Nursing and Midwifery; Trinity College Dublin; Dublin Ireland
| | - E. Donnelly-Swift
- Department of Child and Public Dental Health; Dublin Dental University Hospital; Dublin Ireland
- School of Dental Science; Trinity College Dublin; Dublin Ireland
| | - J. Nunn
- Department of Child and Public Dental Health; Dublin Dental University Hospital; Dublin Ireland
- School of Dental Science; Trinity College Dublin; Dublin Ireland
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Mac Giolla Phadraig C, Ho JD, Guerin S, Yeoh YL, Mohamed Medhat M, Doody K, Hwang S, Hania M, Boggs S, Nolan A, Nunn J. Neither Basic Life Support knowledge nor self-efficacy are predictive of skills among dental students. Eur J Dent Educ 2017; 21:187-192. [PMID: 26991795 DOI: 10.1111/eje.12199] [Citation(s) in RCA: 5] [Impact Index Per Article: 0.7] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 02/23/2016] [Indexed: 06/05/2023]
Abstract
AIM Basic life support (BLS) is considered a core competence for the graduating dentist. This study aimed to measure BLS knowledge, self-efficacy and skills of undergraduate dental students in Dublin. METHODS This study consisted of a cross-sectional survey measuring BLS knowledge and self-efficacy, accompanied by a directly observed BLS skills assessment in a subsample of respondents. Data were collected in January 2014. Bivariate correlations between descriptive and outcome variables (knowledge, self-efficacy and skills) were tested using Pearson's chi-square. We included knowledge and self-efficacy as predictor variables, along with other variables showing association, into a binary logistic regression model with BLS skills as the outcome measure. RESULTS One hundred and thirty-five students participated. Almost all (n = 133, 98.5%) participants had BLS training within the last 2 years. One hundred and four (77%) felt that they were capable of providing effective BLS (self-efficacy), whilst only 46 (34.1%) scored >80% of knowledge items correct. Amongst the skills (n = 85) subsample, 38.8% (n = 33) were found to pass the BLS skills assessment. Controlling for gender, age and skills assessor, the regression model did not identify a predictive relationship between knowledge or self-efficacy and BLS skills. CONCLUSIONS Neither knowledge nor self-efficacy was predictive of BLS skills. Dental students had low levels of knowledge and skills in BLS. Despite this, their confidence in their ability to perform BLS was high and did not predict actual competence. There is a need for additional hands-on training, focusing on self-efficacy and BLS skills, particularly the use of AED.
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Affiliation(s)
- C Mac Giolla Phadraig
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - J D Ho
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - S Guerin
- Centre for Disability Studies, UCD, Belfield Co., Dublin, Ireland
| | - Y L Yeoh
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - M Mohamed Medhat
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - K Doody
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - S Hwang
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - M Hania
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - S Boggs
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - A Nolan
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
| | - J Nunn
- Department of Child and Public Dental Health, Trinity College Dublin, Dublin Dental University Hospital, Dublin, Ireland
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Mac Giolla Phadraig C, Nunn JH, Tornsey O, Timms M. Does Special Care Dentistry undergraduate teaching improve dental student attitudes towards people with disabilities? Eur J Dent Educ 2015; 19:107-112. [PMID: 25040937 DOI: 10.1111/eje.12110] [Citation(s) in RCA: 14] [Impact Index Per Article: 1.6] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Subscribe] [Scholar Register] [Accepted: 05/08/2014] [Indexed: 06/03/2023]
Abstract
INTRODUCTION Undergraduate dental curricula increasingly aim to address student attitudes towards people with disabilities. This study reports the effectiveness of a comprehensive, blended learning Special Care Dentistry undergraduate programme to change attitudes towards people with disabilities. METHODS A validated psychometric instrument (ATDP-Form 0) was given as a course evaluation to third-year dental students in the Dublin Dental University Hospital over 3 years from 2010 to 2013, immediately before and after the delivery of a brief comprehensive curriculum in Special Care Dentistry. RESULTS From a population of 109 students, 100 (91.7%) pre-test and 83 (76.1%) retest responses were analysed. Mean score before the course, for all years, was 74.8 (SD = 14.7), compared with 76.8 (SD = 14.0) for all years after the course. CONCLUSIONS Dental students in our study had neither particularly positive, or negative attitudes towards people with disabilities. There was no statistically significant difference in student attitudes before and after the educational intervention. This study, therefore, shows that a comprehensive undergraduate blended learning module, which aimed to improve attitudes towards people with disabilities, did not do so, using the described measures within the selected timeframe.
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Affiliation(s)
- C Mac Giolla Phadraig
- Trinity College Dublin, School of Dental Science, Dublin, Ireland; Department of Child and Public Dental Health, Dublin Dental University Hospital, Dublin, Ireland
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