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Penlington C, Lyttle R, Dillon M, Ali A, Waterhouse P. "I think that comes with experience": A thematic analysis exploring how dental students at a transitional stage of training understand and engage with reflection. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2023; 27:869-878. [PMID: 36458892 DOI: 10.1111/eje.12877] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [Abstract] [MESH Headings] [Grants] [Track Full Text] [Subscribe] [Scholar Register] [Received: 02/06/2022] [Revised: 10/31/2022] [Accepted: 11/18/2022] [Indexed: 06/17/2023]
Abstract
INTRODUCTION Reflection is an important skill for dentists but there is little consensus about how reflection can most usefully be integrated into dental education. The aim of this study was to conduct focus groups to explore how students at a transitional point of dental education in one UK dental school had experienced, and conceptualised reflection. METHODS Students at the beginning of their clinical studies were recruited by email and invited to attend a single focus group. Focus groups were co-facilitated by a team of staff and student researchers and analysed using thematic analysis. Students acted as research partners in planning a topic guide, recruiting students, conducting focus groups and considering the implications of research findings for the curriculum, and contributed their perspectives to other aspects of the research. RESULTS Students primarily associated reflection with their clinical learning and valued the skill highly in this context. They were less familiar with the potential for reflection to support personal development and deeper learning. Themes were identified of learning, uncertainty, emotions and wellbeing, community and challenges and are discussed in detail. CONCLUSION Reflection is highly valued within our dental education setting but many students may be missing out on using it to its' full potential. Changes to the undergraduate curriculum, including offering reflection from an early stage of education may be warranted.
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Affiliation(s)
- Chris Penlington
- Faculty of Medical Science, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Ross Lyttle
- Faculty of Medical Science, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Megan Dillon
- Faculty of Medical Science, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Adam Ali
- Faculty of Medical Science, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
| | - Paula Waterhouse
- Faculty of Medical Science, School of Dental Sciences, Newcastle University, Newcastle upon Tyne, UK
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Bracksley‐O’Grady S, Anderson K, Dickson‐Swift V, Masood M. Curriculum mapping of health promotion competencies in dental and oral health training programmes in Australia. Health Promot J Austr 2022; 33 Suppl 1:98-113. [PMID: 35048446 PMCID: PMC9790690 DOI: 10.1002/hpja.576] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Journal Information] [Subscribe] [Scholar Register] [Received: 10/11/2021] [Revised: 01/03/2022] [Accepted: 01/05/2022] [Indexed: 12/30/2022] Open
Abstract
ISSUE ADDRESSED Dental diseases are chronic conditions that place a significant burden on the population's health; however, they are mostly preventable using a range of health promotion strategies Health promotion is a core competency for all dental and oral health graduates, but little is known about what health promotion content is taught in undergraduate degrees. The aim of this study was to explore the dental and oral health content in Australian undergraduate dental and oral health degrees and map against the last two versions of the Australian Dental Council (ADC) health promotion competencies. METHODS All ADC-accredited dental and oral health courses delivered at Australian universities in 2019 were eligible to be included. Key words were used to locate subjects within the courses that contained health promotion content. This was analysed and ranked against the last two versions (2011 and 2016) of the ADC health promotion competencies. The competencies were then ranked using Blooms updated "six levels of thinking." RESULTS Seven oral health and eight dental courses were mapped. The number of health promotion subjects in courses varied substantially; the percentage of subjects that contained health promotion in oral health courses ranged from 30% to 75% and 16% to 60% for dental courses. All oral health courses were explicitly meeting the current ADC health promotion competencies, however, only half of the dental courses met the competency standards. CONCLUSION Curriculum mapping provided a snapshot of the health promotion content within dental and oral health degrees in Australia. Evaluations of the extent to which these courses meet the ADC competencies provide useful information for students, clinicians and policy makers. SO WHAT?: This study provides evidence that health promotion training is occurring at varying levels. However, in dentistry, not all the ADC health promotion competencies are being met. A change is needed in the ADC health promotion competencies and ethos of academics involved in the development of curriculum to include and give appropriate attention to health promotion theory, especially advocacy. This will enable future dental professionals to advocate for a range of oral health promotion activities such as water fluoridation, universal dental care and sugar-sweetened beverage taxes.
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Affiliation(s)
- Stacey Bracksley‐O’Grady
- Violet Vines Centre for Rural Health ResearchLa Trobe Rural Health SchoolBendigoVictoriaAustralia
| | - Karen Anderson
- Rural Department of Community HealthViolet Vines Centre for Rural Health ResearchLa Trobe Rural Health SchoolBendigoVictoriaAustralia
| | - Virginia Dickson‐Swift
- Violet Vines Centre for Rural Health ResearchLa Trobe Rural Health SchoolBendigoVictoriaAustralia
| | - Mohd Masood
- Department of Dentistry and Oral HealthViolet Vines Centre for Rural Health ResearchLa Trobe Rural Health SchoolBendigoVictoriaAustralia,Dental InstituteUniversity of TurkuTurkuFinland
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AlBhaisi IN, Kumar MSTS, Engapuram A, Shafiei Z, Zakaria ASI, Mohd-Said S, McGrath C. Effectiveness of psychological techniques in dental management for children with autism spectrum disorder: a systematic literature review. BMC Oral Health 2022; 22:162. [PMID: 35524299 PMCID: PMC9074276 DOI: 10.1186/s12903-022-02200-7] [Citation(s) in RCA: 1] [Impact Index Per Article: 0.5] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Figures] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/10/2022] [Accepted: 04/25/2022] [Indexed: 11/10/2022] Open
Abstract
BACKGROUND A rise in the reported numbers of children with Autism Spectrum Disorder (ASD) highlights the need for dental practitioners to be more familiar with the treatment approaches for these special needs children to ensure comfortable, well-accepted and efficient management while in dental office. AIM This paper aimed to acquire a deeper understanding of some of the innovative and best approaches to managing children with ASD in dental settings. DESIGN A systematic literature search was performed in PubMed, Scopus, Web of Science, Cochrane databases, and grey literature based on the PRISMA 2020 statement, using main keywords such as: 'management', 'dental', 'children', and 'Autism Spectrum Disorder'. Original full-text papers including randomised controlled trials (RCT) and all other designs of non-randomised controlled studies (NRS) reporting relevant intervention studies in English were included without any publication time limit. The quality of the evidence found eligible for the review were then assessed using the ROB-2 and ROBINS-I tools. Subsequently, the details of management interventions and impact of treatment approaches were compared and discussed. RESULTS Out of the 204 articles found, 109 unrelated articles were excluded during the initial screening. The full papers of remaining 28 were retrieved and only 15 (7%) articles were eligible to be reviewed; eight RCTs with 'some concerns' and 'high risk' categories particularly concerning their randomisation design, and seven NSRs with 'serious' to 'critical' bias largely due to confounding factors. CONCLUSION Our review found inconclusive evidence on the strength of recent psychological and non-pharmacological approaches used to manage children with ASD in dental settings. Small sample size and lack of a control group in certain studies affected the strength of evidence and credibility of the findings. Nevertheless, this review shared informative details on some innovative approaches for better understanding of the management of children with ASD for dental professionals.
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Affiliation(s)
- Ismail Nabil AlBhaisi
- Department of Restorative Dentistry, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia
| | - Marisa Shanthini Thomas Santha Kumar
- Department of Craniofacial Diagnostics and Biosciences, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia
| | - Anissha Engapuram
- Department of Craniofacial Diagnostics and Biosciences, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia
| | - Zaleha Shafiei
- Department of Craniofacial Diagnostics and Biosciences, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia
| | - Ahmad Shuhud Irfani Zakaria
- Department of Family Oral Health, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia
| | - Shahida Mohd-Said
- Department of Restorative Dentistry, Faculty of Dentistry, Universiti Kebangsaan Malaysia (The National University of Malaysia), Jalan Raja Muda Abdul Aziz, 50300, Kuala Lumpur, Malaysia.
| | - Colman McGrath
- Applied Oral Sciences and Community Dental Care, Faculty of Dentistry, The University of Hong Kong, Prince Philip Dental Hospital, 34 Hospital Road, Sai Ying Pun, Hong Kong
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Macpherson I, Roqué MV, Martín-Sánchez JC, Segarra I. Analysis in the ethical decision-making of dental, nurse and physiotherapist students, through case-based learning. EUROPEAN JOURNAL OF DENTAL EDUCATION : OFFICIAL JOURNAL OF THE ASSOCIATION FOR DENTAL EDUCATION IN EUROPE 2022; 26:277-287. [PMID: 34085360 DOI: 10.1111/eje.12700] [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: 11/18/2020] [Revised: 03/03/2021] [Accepted: 05/28/2021] [Indexed: 06/12/2023]
Abstract
INTRODUCTION Training in ethical competencies is perceived with special interest among the objectives of health education. The dimensions of the person such as integrity, autonomy and dignity influence the choice of interventions, but the different specialties of the health sciences conceive these dimensions with different perspectives depending on the clinical setting. These divergences can be detected during the first years of undergraduate studies, and it is important to know the professional bias and its possible causes. MATERIALS AND METHODS A procedure was developed through case-based learning (CBL) to assess various characteristics of decision-making during the early stages of student training. A semi-quantitative method was designed based on the narrative responses of a case with ethical implications in the field of gender violence. The method was applied to 294 undergraduate students in nursing (95), physiotherapy (109) and dentistry (90) from the Faculty of Health Sciences of a Spanish university. A frequency analysis of the narrative responses of the students to the proposed case was carried out, using the chi-square test to determine any association between the variables studied: gender, specialty and ethical knowledge. RESULTS Four types of response categories were detected, as a result of combining the personal conversation, report to legal authority or require assistance of other teams. The most common option in dentists is conversation only, while physical therapists include the assistance of other teams. In nursing, a balance is observed between both possibilities. The results show that student responses differ significantly among specialties and also differ significantly according to test scores on ethical knowledge. However, no significant differences were found between the responses provided by men and women. CONCLUSION Most of the health sciences students highly valued their own capacity for dialogue and reflection to approach situations with complex ethical dimensions. We consider that case-based learning (CBL), in combination with narrative analysis is a valid means of evaluating the professional ethical competencies of students in health sciences careers applied to a common goal.
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Affiliation(s)
- Ignacio Macpherson
- Bioethics Unit, Department of Humanities, International University of Catalonia, Sant Cugat del Vallés, Spain
| | - María Victoria Roqué
- Bioethics Unit, Department of Humanities, International University of Catalonia, Sant Cugat del Vallés, Spain
| | - Juan Carlos Martín-Sánchez
- Biostatistics Unit, Department of Basic Sciences, International University of Catalonia, Sant Cugat del Vallés, Spain
| | - Ignacio Segarra
- Department of Pharmacy, Faculty of Health Sciences, Catholic University of Murcia, Murcia, Spain
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COVID-19 presents an opportunity for dental teams to become ready for person-centred care. Br Dent J 2021; 231:709-712. [PMID: 34893736 PMCID: PMC8662668 DOI: 10.1038/s41415-021-3715-3] [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: 02/22/2021] [Accepted: 05/25/2021] [Indexed: 11/08/2022]
Abstract
Two publications that recently appeared in the British Dental Journal mooted the position that dentistry may not be ready for person-centred care. This commentary takes up this discussion and agrees that while person-centred care is essential to dentistry, it is not without its challenges. Drawing on the multidisciplinary expertise of its authors (two sociologists, one psychologist and a dentist), the nature of these challenges is interrogated further. It also identifies opportunities for change on this position from within the literature, as well as by clinical practice. We present evidence to suggest that the current pandemic has shown that dental teams are capable of rising to a challenge and adapting to change. In this light, we propose that the pandemic presents dental teams with an opportunity to be even more person-centred.
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Holden ACL, Leadbeatter D. Conceptualisations of the social determinants of health among first-year dental students. BMC MEDICAL EDUCATION 2021; 21:164. [PMID: 33731100 PMCID: PMC7968320 DOI: 10.1186/s12909-021-02602-1] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.3] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Figures] [Subscribe] [Scholar Register] [Received: 11/05/2020] [Accepted: 03/08/2021] [Indexed: 06/12/2023]
Abstract
BACKGROUND Social conditions have a significant impact on the health of individuals and populations. While the dental curriculum is focused on teaching students about the diseases that affect the dentition and oral structures from a biomedical perspective, education about the social determinants of health is frequently regarded as less important. Thus, it occupies a smaller and disconnected part of the dental curriculum. The aim of this study was to explore the ways dental students conceptualised the social determinants of health after one year in dental school. METHODS Reflective statements written by first year dental students at the end of the first year of study were collected. This qualitative study has an interpretivist basis and a thematic analysis of the reflections was conducted by two researchers. Metzl's structural competencies were used as a further analytic device. RESULTS Four inter-related themes were identified: First, professional attitudes taken up by students influence their conceptions. Second, structural barriers to students understanding social determinants of health generate partial understandings. Thirdly, the social gulf that exists between the student body and people of different circumstances provides context to understanding the student's perspectives. Finally, we described how students were learning about the social determinants of health over the academic year. CONCLUSIONS Dental students face several challenges when learning about the social determinants of health, and translating these learnings into actions is perhaps even more challenging. Metzl's structural competencies provide a framework for advancing students' understandings. One of the most important findings of this research study is that coming to an understanding of the social determinants of health requires sustained attention to social theories, practical experiences as well as institutionalised attitudes that could be achieved through an intentional curriculum design.
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Affiliation(s)
- Alexander C L Holden
- The University of Sydney School of Dentistry, Faculty of Medicine and Health, 2-18 Chalmers Street, NSW, 2010, Surry Hills, Australia.
- The University of Sydney School of Public Health, Faculty of Medicine and Health, Camperdown, Australia.
| | - Delyse Leadbeatter
- The University of Sydney School of Dentistry, Faculty of Medicine and Health, 2-18 Chalmers Street, NSW, 2010, Surry Hills, Australia
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Joseph S, Hart J, Chisholm A, Robinson S, Goldthorpe J, Peters S. A feasibility and acceptability study of an e-training intervention to facilitate health behaviour change conversations in dental care settings. Br Dent J 2021:10.1038/s41415-021-2722-8. [PMID: 33707733 DOI: 10.1038/s41415-021-2722-8] [Citation(s) in RCA: 3] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/17/2019] [Accepted: 07/13/2020] [Indexed: 11/09/2022]
Abstract
Introduction Health behaviours result in oral health problems. Behaviour change techniques, informed by behaviour science, are rarely utilised by dental care professionals (DCPs) within routine care.Aim To develop a theory-informed intervention to support DCPs' behaviour change conversations and evaluate its feasibility and acceptability.Intervention A behaviour change toolkit (Toothpicks) comprising 33 behaviour change techniques relevant to dentistry, delivered within an interactive online course.Design Development and mixed-methods evaluation of the intervention.Materials and methods Participants' motivation to discuss behaviour change with patients was measured before and after training using a validated questionnaire. Acceptability was assessed through semi-structured interviews.Results DCPs' (N = 32) motivation increased significantly post-training. Participants found the training acceptable and reported subsequently implementing techniques into their practice. Potential barriers preventing implementation to clinical practice include perceived lack of opportunities to effect change within the constraints of the clinical context.Conclusions Acceptable theory-informed training that is acceptable and accessible can be developed that increases DCPs' motivation to discuss behaviour change with patients. Further research is necessary to establish the longer-term impact of brief behaviour change training on DCPs' clinical practice and patient health behaviours.
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Affiliation(s)
- Sophia Joseph
- School of Health Sciences, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Jo Hart
- School of Medical Sciences, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Anna Chisholm
- Department of Psychological Sciences, University of Liverpool, Brownlow Hill, Liverpool, L69 7ZX, UK
| | - Sarah Robinson
- School of Medical Sciences, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Joanna Goldthorpe
- School of Health Sciences, University of Manchester, Oxford Road, Manchester, M13 9PL, UK
| | - Sarah Peters
- School of Health Sciences, University of Manchester, Oxford Road, Manchester, M13 9PL, UK.
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Mekhemar M, Ebeid K, Attia S, Dörfer C, Conrad J. Oral Health Attitudes among Preclinical and Clinical Dental Students: A Pilot Study and Self-Assessment in an Egyptian State-Funded University. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 18:ijerph18010234. [PMID: 33396877 PMCID: PMC7794872 DOI: 10.3390/ijerph18010234] [Citation(s) in RCA: 4] [Impact Index Per Article: 1.0] [Reference Citation Analysis] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Download PDF] [Figures] [Subscribe] [Scholar Register] [Received: 11/13/2020] [Revised: 12/23/2020] [Accepted: 12/29/2020] [Indexed: 11/23/2022]
Abstract
Dentists should present to patients as good role models in their oral health behaviour. Previous studies have demonstrated how education can improve dental students’ oral health. This pilot investigation aimed to compare and evaluate the features of the oral health behaviour and attitudes of preclinical and clinical dental students at Ain Shams University, a public Egyptian university. The Hiroshima University-Dental Behaviour Inventory (HU-DBI) survey was provided to 149 (78 female/71 male) dental students. Dichotomised (agree/disagree) answers to 20 HU-DBI items were possible, with a maximum conceivable score of 19. An estimation of oral health behaviour and attitudes was calculated by the sum of correct oral health answers to every item by the study groups and evaluated statistically. The score of oral health-favouring answers was higher in clinical (11.50) than preclinical students (10.63) and was statistically significant (p < 0.05). Single-item evaluations showed no statistical significance, except in one survey item. This survey exhibited weak differences in the improvement of oral hygiene behaviour and attitudes between participating preclinical and clinical students, as well as overall poor oral health behaviour in both groups. This inadequacy of Egyptian public dental education in terms of sufficient student oral health progress emphasises the necessity for supplementary courses and curricular reviews that accentuate the need for future dentists to display the correct oral health behaviour.
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Affiliation(s)
- Mohamed Mekhemar
- Clinic for Conservative Dentistry and Periodontology, School of Dental Medicine, Christian-Albrecht’s University, 24105 Kiel, Germany; (C.D.); (J.C.)
- Correspondence:
| | - Kamal Ebeid
- Fixed Prosthodontics Department, Ain Shams University, Cairo 11566, Egypt;
| | - Sameh Attia
- Department of Cranio-Maxillofacial Surgery, Justus-Liebig University Giessen, Klinikstrasse 33, 35392 Giessen, Germany;
| | - Christof Dörfer
- Clinic for Conservative Dentistry and Periodontology, School of Dental Medicine, Christian-Albrecht’s University, 24105 Kiel, Germany; (C.D.); (J.C.)
| | - Jonas Conrad
- Clinic for Conservative Dentistry and Periodontology, School of Dental Medicine, Christian-Albrecht’s University, 24105 Kiel, Germany; (C.D.); (J.C.)
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Oral Health Attitudes among Preclinical and Clinical Dental Students in Germany. INTERNATIONAL JOURNAL OF ENVIRONMENTAL RESEARCH AND PUBLIC HEALTH 2020; 17:ijerph17124253. [PMID: 32549206 PMCID: PMC7344414 DOI: 10.3390/ijerph17124253] [Citation(s) in RCA: 15] [Impact Index Per Article: 3.8] [Reference Citation Analysis] [Abstract] [Key Words] [Track Full Text] [Download PDF] [Subscribe] [Scholar Register] [Received: 05/17/2020] [Revised: 06/04/2020] [Accepted: 06/09/2020] [Indexed: 12/21/2022]
Abstract
Oral health care providers are expected to show good examples of oral health behaviours and attitudes to their community. Previous studies displayed the constructive effect of dental education on oral hygiene manners of undergraduate students. The aim of this survey was to assess and compare aspects of oral health attitudes and behaviours between preclinical and clinical dental students in German universities. The German-language version of the HU-DBI was distributed to preclinical and clinical students from different German universities. Dichotomized (agree/disagree) responses to 20 HU-DBI items were provided in this study, with a maximum possible score of 19. A quantitative estimate of oral health attitudes and behaviours was provided by the total of appropriate answers given to every statement by each group. Data were analysed statistically. The overall mean score of answers favouring good oral hygiene was marginally higher in preclinical (14.62) than clinical students (14.31) but showed no statistical significance. Similarly, the analysis of each item individually displayed no statistically significant differences between preclinical and clinical participants, except in a single item of the survey. This study showed no effective differences in oral hygiene attitudes and behaviour between preclinical and clinical students in German universities. This reveals a weak effect of dental education on improving students' oral health attitudes in Germany and might demand the introduction of more courses emphasizing the importance of correct oral health behaviour of health care providers.
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