1
|
Nanji N, Nanji A, Chamut S, Chandel T. Advancing dental care access for patients with disabilities: A global scoping review of predoctoral training. J Dent Educ 2024. [PMID: 38597196 DOI: 10.1002/jdd.13508] [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] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 12/03/2023] [Revised: 02/08/2024] [Accepted: 02/23/2024] [Indexed: 04/11/2024]
Abstract
OBJECTIVE To examine predoctoral training programs that address the unique needs of patients with special healthcare needs (SHCN) and provide an overview of current global training initiatives, while exploring innovative approaches to enhance dental students' preparation in managing SHCN patients. METHODS A scoping review (SR) was conducted focusing on three key concepts: dental education, pre-doctoral training, and intellectual disability/developmental disability. The search encompassed five databases including Medline, Embase, Dentistry and Oral Sciences Source (EBSCO), Global Health (EBSCO), and WHO Global Index Medicus, following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. EndNote and Covidence were utilized to prevent duplication and facilitate title/abstract screening. RESULTS After screening abstracts, a total of 2309 articles were initially identified with 28 articles meeting eligibility criteria for data extraction relevant to the research question. Two major categories characterized the key findings included in the review: 12 interventional studies and 16 perception-based studies. CONCLUSION This SR revealed that dental students are not adequately trained to treat special needs populations; consequentially, dental students lack confidence in providing high-quality care to this demographic. The absence of standardized training poses a global challenge, exacerbating care disparities. Addressing this issue is crucial to better prepare dental students and advance equitable access and quality care for underserved populations.
Collapse
Affiliation(s)
- Natasha Nanji
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Alisha Nanji
- Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Steffany Chamut
- Oral Health Policy and Epidemiology, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| | - Tejasvita Chandel
- Department of Restorative Dentistry and Biomaterial Sciences, Harvard School of Dental Medicine, Boston, Massachusetts, USA
| |
Collapse
|
2
|
Reddington AR, Weir SO. Incorporating special needs simulations into allied dental education curriculum to encourage inclusion, understanding, and empathy: A mixed method study. J Dent Educ 2024; 88:16-22. [PMID: 37822089 DOI: 10.1002/jdd.13386] [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] [Journal Information] [Subscribe] [Scholar Register] [Received: 03/13/2023] [Revised: 09/18/2023] [Accepted: 09/24/2023] [Indexed: 10/13/2023]
Abstract
OBJECTIVES Allied dental practitioners increasingly encounter demands specific to treating patients with special needs and disabilities. New standards by the Commission on Dental Accreditation require dental and allied dental graduates to have didactic and skill-based competencies to ensure awareness of and effective treatment and recommendations for these patients. This study sought to determine if adding a special needs simulation activity into allied dental students' curriculum would increase the student's awareness of and comfort level when treating patients with special needs. METHODS This mixed-methods study measures student perceptions specific to the efficacy of adding special needs simulations into the allied dental program curriculum. Graduating dental assistants and dental hygienists (n = 65) participated and were paired within their cohort. Didactic instruction specific to the diagnoses of cerebrovascular accident (CVA), macular degeneration, rheumatoid arthritis, schizophrenia, and hearing impairment was provided. Following formal classroom instruction, pairs of students participated in simulation stations, one for each of the listed diagnoses. A pre-/postsurvey was given to evaluate any changes in student perceptions of patients with special needs, and a Student Evaluation of Educational Quality (SEEQ) postsurvey provided to evaluate their perception of the educational activity. RESULTS All 65 participants completed the pre- and postsurveys for a 100% response rate, and 61 (93.8%) completed the SEEQ. SPSS software was utilized to run a Wilcoxen Signed Ranks Test to determine significance for each pre-/postsurvey question to determine any statistically significant (p < .05) differences. Means and standard deviations were calculated for each survey item including SEEQ. There were significant differences for each question, and, overall, in participant's perceptions from the presurvey to the postsurvey. Most notable were the positive changes related to the participants' ability to relate to persons with special needs, their awareness of various special needs, and their increased knowledge of available adaptive oral health equipment. CONCLUSION In conclusion, students feel better prepared to treat clients with special needs after guided instruction within their respected dental hygiene and/or dental assisting programs. The incorporation of lecture and lab content through simulated activities enhances their perceptions, confidence, and preparedness to effectively treat, accommodate, and educate special needs patient's.
Collapse
Affiliation(s)
- Amanda R Reddington
- Dental Assisting and Dental Hygiene, University of Southern Indiana, Evansville, Indiana, USA
| | - Sean O Weir
- Assistant Professor & Program and Chair Occupational Therapy Assistant Program, University of Southern Indiana, Evansville, Indiana, USA
| |
Collapse
|
3
|
López RM, Bovaird I, Olmo González B, Abu-Eid R. Dental student readiness to treat special care patients upon graduation. Spec Care Dentist 2023; 43:869-882. [PMID: 37186085 DOI: 10.1111/scd.12866] [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] [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).
Collapse
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
| |
Collapse
|
4
|
Inclan ML, Meyer BD. Pre-doctoral special healthcare needs education: Lost in a crowded curriculum. J Dent Educ 2020; 84:1011-1015. [PMID: 32107783 DOI: 10.1002/jdd.12134] [Citation(s) in RCA: 3] [Impact Index Per Article: 0.8] [Reference Citation Analysis] [What about the content of this article? (0)] [Affiliation(s)] [Abstract] [Key Words] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 11/05/2019] [Revised: 01/30/2020] [Accepted: 02/04/2020] [Indexed: 01/16/2023]
Abstract
We explored academicians' experiences with pre-doctoral special healthcare needs (SHCN) education using one-on-one interviews with academic leaders. We assessed their personal experience with SHCN, the current state of SHCN education at their institution, and their opinions about SHCN education in the pre-doctoral curriculum. Interviews were transcribed verbatim and analyzed using a qualitative descriptive framework to identify emerging themes. Twelve faculty members were interviewed from 10 institutions. All participants acknowledged that the bulk of their training and experience treating patients with SHCN occurred during residency. Participants identified inconsistent pre-doctoral SHCN curricular experiences attributed to time constraints imposed by an increasingly crowded curriculum. Questions remain regarding the place of SHCN education in future pre-doctoral curricula, as well as how to create sustainable systems and programs for dental graduates to gain this experience.
Collapse
Affiliation(s)
- Meagan L Inclan
- Saint Louis University and former dental student at the University of North Carolina at Chapel Hill School of Dentistry, Chapel Hill, North Carolina, USA
| | - Beau D Meyer
- Department of Pediatric Dentistry at the University of North Carolina at Chapel Hill School of Dentistry, Chapel Hill, North Carolina, USA
| |
Collapse
|
5
|
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] [What about the content of this article? (0)] [Affiliation(s)] [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.
Collapse
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
| |
Collapse
|
6
|
Perusini DJ, Llacuachaqui M, Sigal MJ, Dempster LJ. Dental Students' Clinical Expectations and Experiences Treating Persons with Disabilities. J Dent Educ 2016; 80:301-310. [PMID: 26933105] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/05/2023]
Abstract
Persons with disabilities (PWDs) have a disproportionate level of dental disease relative to the general population. Access to care is a cause along with dentists' willingness to treat PWDs. The aim of this study was to investigate the expectations and experiences of dental students in providing treatment to these patients in a hospital-based dental clinic for PWDs. Senior dental students at the Faculty of Dentistry, University of Toronto (n=92) were surveyed prior to (Phase I) and at the end of (Phase II) mandatory clinical rotations at the Mount Sinai Hospital's Dentistry Clinic for Persons with Special Needs. Response rates were 88% for Phase I and 58% for Phase II. Before the rotations, 70% of the respondents reported little or no experience with PWDs, and 46% said they did not feel comfortable providing basic dental treatment to PWDs. However, in Phase II, significantly more students reported being comfortable than in Phase I (p=0.001). Overall, the majority of respondents (Phase I 95%; Phase II 98%) indicated they would at least attempt to provide basic dental care to PWDs after graduation. The majority also identified the opportunity to provide care and interact with PWDs as the most enjoyable aspect of their experience at the clinic. They reported that the experience helped reduce their concerns about treating PWDs including being more realistic about the time required and ideal quality of the treatment they could provide. These results suggest that their experience in the clinic significantly increased students' comfort in treating PWDs. The respondents expressed a willingness to treat PWDs once graduated and generally identified their experience as being more positive than their expectations.
Collapse
Affiliation(s)
- Darsi J Perusini
- Dr. Perusini and Ms. Llacuachaqui contributed equally to this study. Dr. Perusini, currently Clinical Instructor, School of Dentistry, University of Alberta, was a graduate student in Pediatric Dentistry, University of Toronto at the time of this study; Ms. Llacuachaqui is an undergraduate student, School of Health Services Management, Ryerson University and practicum student, Faculty of Dentistry, University of Toronto; Dr. Sigal is Professor and Head, Discipline of Pediatric Dentistry, Faculty of Dentistry, University of Toronto; Dr. Dempster is Associate Professor, Disciplines of Dental Public Health and Preventive Dentistry, Faculty of Dentistry, University of Toronto
| | - Marcia Llacuachaqui
- Dr. Perusini and Ms. Llacuachaqui contributed equally to this study. Dr. Perusini, currently Clinical Instructor, School of Dentistry, University of Alberta, was a graduate student in Pediatric Dentistry, University of Toronto at the time of this study; Ms. Llacuachaqui is an undergraduate student, School of Health Services Management, Ryerson University and practicum student, Faculty of Dentistry, University of Toronto; Dr. Sigal is Professor and Head, Discipline of Pediatric Dentistry, Faculty of Dentistry, University of Toronto; Dr. Dempster is Associate Professor, Disciplines of Dental Public Health and Preventive Dentistry, Faculty of Dentistry, University of Toronto
| | - Michael J Sigal
- Dr. Perusini and Ms. Llacuachaqui contributed equally to this study. Dr. Perusini, currently Clinical Instructor, School of Dentistry, University of Alberta, was a graduate student in Pediatric Dentistry, University of Toronto at the time of this study; Ms. Llacuachaqui is an undergraduate student, School of Health Services Management, Ryerson University and practicum student, Faculty of Dentistry, University of Toronto; Dr. Sigal is Professor and Head, Discipline of Pediatric Dentistry, Faculty of Dentistry, University of Toronto; Dr. Dempster is Associate Professor, Disciplines of Dental Public Health and Preventive Dentistry, Faculty of Dentistry, University of Toronto
| | - Laura J Dempster
- Dr. Perusini and Ms. Llacuachaqui contributed equally to this study. Dr. Perusini, currently Clinical Instructor, School of Dentistry, University of Alberta, was a graduate student in Pediatric Dentistry, University of Toronto at the time of this study; Ms. Llacuachaqui is an undergraduate student, School of Health Services Management, Ryerson University and practicum student, Faculty of Dentistry, University of Toronto; Dr. Sigal is Professor and Head, Discipline of Pediatric Dentistry, Faculty of Dentistry, University of Toronto; Dr. Dempster is Associate Professor, Disciplines of Dental Public Health and Preventive Dentistry, Faculty of Dentistry, University of Toronto.
| |
Collapse
|
7
|
Tetef S. Effectiveness of transmucosal sedation for special needs populations in the ambulatory care setting. AORN J 2014; 100:651-68; quiz 667-9. [PMID: 25453684 DOI: 10.1016/j.aorn.2014.04.019] [Citation(s) in RCA: 0] [Impact Index Per Article: 0] [Reference Citation Analysis] [What about the content of this article? (0)] [Abstract] [Key Words] [MESH Headings] [Track Full Text] [Journal Information] [Subscribe] [Scholar Register] [Received: 02/16/2014] [Accepted: 04/20/2014] [Indexed: 11/19/2022]
Abstract
Transmucosal is an alternative route for administering medications (ie, dexmedetomidine, midazolam, naloxone) that can be effective for procedural or moderate sedation in patients with special needs when other routes are not practical or are contraindicated. Special needs populations include children, older adults, pregnant and breast-feeding women, and people with disabilities or conditions that limit their ability to function and cope. Understanding the perioperative nurse's role in the care of patients receiving medications via the transmucosal route can lead to better clinical outcomes. Successful use of the transmucosal route requires knowledge of when to administer a medication, how often and how much of a medication should be administered, the onset and duration of action, the adverse effects or contraindications, and the key benefits. In addition, a case study approach suggests that transmucosal sedation can decrease patient stress and anxiety related to undergoing medical procedures or surgery in the ambulatory care setting.
Collapse
|
8
|
Hamershock RA, Rajabiun S, Fox JE, Mofidi M, Abel SN, York JA, Kunzel C, Sanogo M, Mayfield TG. Dental students' HIV/AIDS-related knowledge, attitudes, and intentions: impact of the U.S. Health Resources and Services Administration's community-based dental partnership program. J Dent Educ 2014; 78:1106-1117. [PMID: 25086143] [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] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
Access to oral health care for vulnerable populations is one of the concerns addressed by the U.S. Health Resources and Services Administration HIV/AIDS Bureau's Community-Based Dental Partnership Program (CBDPP). The program introduces dental students and residents at several dental schools to care for vulnerable patients through didactic and clinical work in community-based dental settings. This study of the dental students and residents in this program answered three questions: 1) What are their HIV knowledge, attitudes, and behaviors? 2) How has participation in the CBDPP impacted their knowledge, attitudes, and behaviors? 3) Has the intervention affected their work placement decisions and attitudes after graduation, particularly with respect to treating people living with HIV and other underserved populations? A total of 305 first- through fourth-year dental students and first- and second-year residents at five dental schools across the United States completed surveys before and after a community-based rotation and following graduation. Response rates at each of the five schools ranged from 82.4 to 100 percent. The results showed an increase in the participants' knowledge and positive attitudes regarding treatment for patients with HIV and other vulnerable populations post-rotation compared to pre-rotation. Results after graduation found that most respondents were practicing in private settings or in academic institutions as residents but were willing to treat a diverse patient population. These findings support the role of training programs, such as the CBDPP, for expanding the dental workforce to treating vulnerable populations including people living with HIV/AIDS.
Collapse
Affiliation(s)
- Rose A Hamershock
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Serena Rajabiun
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry.
| | - Jane E Fox
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Mahyar Mofidi
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Stephen N Abel
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Jill A York
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Carol Kunzel
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Moussa Sanogo
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| | - Theresa G Mayfield
- Ms. Hamershock is Research Assistant, Health and Disability Working Group, Boston University School of Public Health; Ms. Rajabiun is Senior Evaluator, Health and Disability Working Group, Boston University School of Public Health; Ms. Fox is Project Director, Health and Disability Working Group, Boston University School of Public Health; Dr. Mofidi is Chief Dental Officer, HIV/AIDS Bureau, U.S. Health Resources and Services Administration; Dr. Abel is Associate Dean for Community and Professional Initiatives, University at Buffalo School of Dental Medicine; Dr. York is Assistant Dean for Extramural Clinics, Hunterdon Endowed Chair in Dental Public Health, and Associate Professor, Department of Community Dentistry, Rutgers School of Dental Medicine; Dr. Kunzel is Associate Professor of Dental Community Health and Sociomedical Sciences, Columbia University College of Dental Medicine; Dr. Sanogo is Research Scientist and Community-Based Dental Partnership Program Manager, Section of Social and Behavioral Sciences, Columbia University College of Dental Medicine; and Dr. Mayfield is Associate Dean for Clinical Affairs, University of Louisville School of Dentistry
| |
Collapse
|
9
|
Alkahtani ZM, Stark PC, Loo CY, Wright WG, Morgan JP. Saudi and U.S. dental student attitudes toward treating individuals with developmental disabilities. J Dent Educ 2014; 78:1145-1153. [PMID: 25086147] [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] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/03/2023]
Abstract
This study was conducted to compare the attitudes of senior dental students at the Faculty of Dentistry at King Abdulaziz University (KAU) in Jeddah, Saudi Arabia, and at Tufts University School of Dental Medicine (TUSDM) in Boston, Massachusetts, about providing dental care to individuals with developmental disabilities (DD). Two subsequent classes of senior dental students at both universities were surveyed using a pretested, validated, online questionnaire. The students' demographic and educational data were collected, along with information about their experience, training, and attitudes toward this population. Two hundred and fourteen students responded to the online survey, for a response rate of 35 percent (51 percent for KAU students and 21 percent for TUSDM students). Students at TUSDM had more training, more experience, and more positive attitudes toward individuals with DD compared to KAU students (p<0.05). Students who reported having previous experience with individuals with DD had more positive attitudes than students who reported no experience with these individuals (p<0.05). Students who reported being prepared to treat individuals with DD had more positive attitudes than students who reported not being prepared (p<0.05). These findings suggest an association between predoctoral education in the treatment of individuals with special needs and having positive attitudes toward providing oral health care to individuals with DD.
Collapse
Affiliation(s)
- Zuhair M Alkahtani
- Dr. Alkahtani is a master's of science candidate, Tufts University School of Dental Medicine; Dr. Stark is Professor and Director of Advanced and Graduate Education, Tufts University School of Dental Medicine; Dr. Loo is Associate Professor and Interim Chair, Department of Pediatric Dentistry, Tufts University School of Dental Medicine; Dr. Wright is Assistant Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine; and Dr. Morgan is Associate Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine
| | - Paul C Stark
- Dr. Alkahtani is a master's of science candidate, Tufts University School of Dental Medicine; Dr. Stark is Professor and Director of Advanced and Graduate Education, Tufts University School of Dental Medicine; Dr. Loo is Associate Professor and Interim Chair, Department of Pediatric Dentistry, Tufts University School of Dental Medicine; Dr. Wright is Assistant Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine; and Dr. Morgan is Associate Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine
| | - Cheen Y Loo
- Dr. Alkahtani is a master's of science candidate, Tufts University School of Dental Medicine; Dr. Stark is Professor and Director of Advanced and Graduate Education, Tufts University School of Dental Medicine; Dr. Loo is Associate Professor and Interim Chair, Department of Pediatric Dentistry, Tufts University School of Dental Medicine; Dr. Wright is Assistant Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine; and Dr. Morgan is Associate Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine
| | - Wanda G Wright
- Dr. Alkahtani is a master's of science candidate, Tufts University School of Dental Medicine; Dr. Stark is Professor and Director of Advanced and Graduate Education, Tufts University School of Dental Medicine; Dr. Loo is Associate Professor and Interim Chair, Department of Pediatric Dentistry, Tufts University School of Dental Medicine; Dr. Wright is Assistant Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine; and Dr. Morgan is Associate Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine
| | - John P Morgan
- Dr. Alkahtani is a master's of science candidate, Tufts University School of Dental Medicine; Dr. Stark is Professor and Director of Advanced and Graduate Education, Tufts University School of Dental Medicine; Dr. Loo is Associate Professor and Interim Chair, Department of Pediatric Dentistry, Tufts University School of Dental Medicine; Dr. Wright is Assistant Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine; and Dr. Morgan is Associate Professor, Department of Public Health and Community Service, Tufts University School of Dental Medicine.
| |
Collapse
|
10
|
Levy N, Goldblatt RS, Reisine S. Geriatrics education in U.S. dental schools: where do we stand, and what improvements should be made? J Dent Educ 2013; 77:1270-1285. [PMID: 24098031] [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] [Grants] [Journal Information] [Subscribe] [Scholar Register] [Indexed: 06/02/2023]
Abstract
The number of adults above sixty-five years of age in the United States will expand considerably over the next thirty years. However, many dentists believe that their dental education did not adequately prepare them to treat an older adult population. Consequently, it is important to review dental curricula to determine where these gaps in education may occur and what can be done to address them in order to improve access to care. In this study, information was gathered from the websites of sixty-two U.S. dental schools in order to understand the types of geriatric courses offered. This review revealed that while most schools (89 percent) provide their predoctoral students with some education in geriatrics, only fourteen (22.6 percent) offer clinical training specifically for older adult care. In addition, forty-three schools (69 percent) include a geriatric component in either their General Practice Residency or Advanced Education in General Dentistry programs or have a certificate program in geriatric dentistry. Only about 23 percent of the schools offer a continuing education course in geriatrics at any one time. Previous studies have shown that clinical training is the most effective method of increasing students' confidence in treating older patients. Consequently, dental schools should work to incorporate clinical experience into geriatric education to prevent widening an existing gap in older adult oral health care.
Collapse
Affiliation(s)
- Naomi Levy
- University of Connecticut School of Dental Medicine, 263 Farmington Ave., Farmington, CT 06030-3910;
| | | | | |
Collapse
|