Community-based Education Research Articles

Pemberdayaan Lansia Melalui Edukasi Metode Balance, Eyes, Face, Arm, Speech And Time Sebagai Self Awarness Terhadap Deteksi Dini Stroke

Background: Hypertension is a common condition in primary health care, affecting approximately 25% of the adult population and more than 50% of those aged over 65 years. As the "silent killer of hypertension", it can cause stroke, which is a major cause of morbidity and mortality worldwide. This study aims to detect early signs of stroke using the BE-FAST method in the elderly in Karangasem, Bali, and to spread the effectiveness of this method in reducing the risk of stroke. Method: This community-based education program uses the POAC (Planning, Organizing, Actuating and Controlling) approach. A total of 79 elderly participants were recruited and underwent health examinations, including blood pressure measurements and the BE-FAST screening test. The BE-FAST method assesses balance, eyes, face, arms, speech, and timing to identify early signs of stroke. Results: The results showed that 55.7% of participants had hypertension, and 67.1% had difficulty moving their legs and arms on one side of their body. Additionally, 36.7% had difficulty opening their eyes or experienced vision problems, and 32.9% experienced facial weakness or numbness. The BE-FAST method is effective in detecting early signs of stroke, with a sensitivity of 92%. Conclusion: This study highlights the importance of early detection of stroke using the BE-FAST method in the elderly population. The research results show that this method is effective in identifying early signs of stroke and can be easily taught and applied in the community. Application of this method can reduce the risk of stroke and associated morbidity and mortality.

Non-adherence to antenatal iron supplementation and its determinants among pregnant women in 35 sub-saharan African countries: a generalized linear mixed-effects modeling with robust Poisson regression analysis

BackgroundDespite the integration of iron supplementation into routine antenatal care programs as a nutritional intervention to prevent anemia in pregnant women, the use of this supplement for the recommended duration remains low in sub-Saharan Africa (SSA). Evidence on maternal compliance with iron supplementation at the SSA level is lacking and most of the previous studies have been limited to specific geographic areas. Therefore, the current study used large population survey data from 35 SSA countries to estimate the pooled prevalence of non-adherence and its determinants.MethodsA secondary analysis was conducted using data from the demographic and health surveys across 35 SSA countries. After excluding women with missing data on the outcome variable, a weighted sample of 158,941 women who received iron supplementation during their recent pregnancy was included in the analysis. Forest plot was used to present the pooled and country-level rates of non-adherence to antenatal iron supplementation. A multilevel mixed-effects Poisson regression with robust variance was done to identify determinants of non-adherence.ResultsThe pooled prevalence of non-compliance to iron supplementation in SSA was 65.1% [95% CI: 64.9 − 65.3%], with the lowest level in Zambia (18%) and the highest in Burundi (97%). The analysis revealed that living in rural areas (aPR: 1.16, 95% CI: 1.13–1.19), lack of access to mass media (aPR: 1.10, 95% CI: 1.09–1.12), low household wealth (aPR: 1.11, 95% CI: 1.09–1.14), late (aPR: 1.19, 95% CI: 1.17–1.20) and frequent ANC visit (aPR: 1.28, 95% CI: 1.26, 1.29), women’s employment status (aPR: 1.05, 95% CI: 1.03–1.06), husband illiteracy (aPR: 1.12, 95% CI: 1.10–1.13), and distance to a health facilities (aPR: 1.03, 95% CI: 1.01–1.05) were associated higher prevalence of non-adherence. Conversely, older maternal age was associated lower prevalence of non-compliance (aPR: 0.96, 95% CI: 0.94–0.97).ConclusionMore than six out of ten pregnant women in SSA do not take iron supplements for the recommended period, with substantial variations across the countries. The level of non-adherence was significantly varied by women’s sociodemographic and reproductive characteristics. This urges the need for strengthening community health interventions and other existing programs to reach women in rural and economically disadvantaged settings. Furthermore, promoting antenatal care services through mass media and community-based health education strategies is key for scaling up the utilization of the supplement. Our results also suggest the importance of establishing the community-based distribution of iron supplements to address women with limited access to the healthcare system.

Risk Perception in the Nigua River Basin: Key Determinants and Policy Implications

The Nigua River basin in the Dominican Republic is a critical hydrographic area facing significant environmental challenges, including deforestation, soil erosion and pollution from mining and agricultural activities. This study explores the role of risk perception among local residents in shaping policies for the basin’s sustainable management. The research aims to identify the factors influencing risk perception and propose actionable strategies to improve environmental governance in the region. A “perceived risk profile” methodology was applied, using survey data from 1223 basin residents. The analysis identified key variables that influence risk perception, including demographic factors such as education, gender, and place of residence. The findings reveal that risk underestimation correlates with low awareness of risks, uncertainty about the origins of disasters, fatalism toward natural events, and low trust in institutions. In contrast, risk over-estimation is linked to infrequent risk communication, heightened catastrophism and a strong emphasis on the benefits of environmental protection. The study also highlights significant regional differences in risk perception, with residents of the lower basin exhibiting higher perceptions of risk due to cumulative pollution and frequent disaster impacts. Based on these insights, the study recommends targeted strategies to bridge risk perception gaps, including tailored risk communication, community-based environmental education and stronger institutional trust-building initiatives, all aimed at fostering more effective and inclusive environmental governance in the Nigua basin.

Empowerment of Women Former Migrant Workers Through Community-Based Education: a Case Study of The Community of Desa Peduli Buruh Migran (DESBUMI)

This research explores the empowerment process for women former migrant workers through community-based education in the Desa Peduli Buruh Migran (DESBUMI) community in Jember Regency, Indonesia. It aims to examine community-based empowerment concepts and strategies to inform policies supporting women former migrant workers. Using a qualitative case study approach, data were gathered through observations, in-depth interviews, and documentation, followed by analysis through data reduction, presentation, and verification. The findings outline three empowerment stages: awareness, capacity building, and empowerment. In capacity building, an experiential learning cycle is used, tailored to the potential and needs of these women. Community interactions foster collective learning and mutual support, enhancing knowledge, skills, participation, and economic independence among former migrant workers. Additionally, the DESBUMI community provides a strategic platform for promoting local economic development. The research concludes that community-based education effectively strengthens both individual capacity and social networks, suggesting this model as a viable framework for empowering women in similar migrant worker communities across Indonesia.

Integrating Clinical Presentation with Patient Encounter Experience and Community-Based Activities in the Pre-clerkship Curriculum. An Example of a Framework for Design, Implementation, and Evaluation

AbstractThe urgent need to enhance medical students’ clinical problem-solving skills even in the pre-clerkship phase ushered in several initiatives in the medical school curriculum. One of such initiative is the introduction of clinical presentation activities combined with patient encounter experience and community-based activities in the first year of medical school. The study described the design, implementation, and evaluation of a medical school curriculum that integrates clinical presentation activities with patient encounter experience and a community-based educational program. For the clinical presentation, a two-tailed, Student’s t-test showed a significant and higher performance in the summative assessments when compared with the formative assessment (P < 0.01). The KR-20 value for the reliability was between 0.69 and 0.92. For the patient interaction experience and community-based stroke education program, medical students demonstrated a significant (P < 0.05) higher perception of their experience in all assessment categories in the post-test evaluation. An integrated curriculum that allows students to directly interact with patients, families, and community members may add a positive context and engagement experience to make a difference in the education of future physicians.

Exploring the impact of the Global Community-Based Education (G-CBE) program at the University of Global Health Equity (UGHE), Rwanda: insights from the inaugural cohort

Background and contextCommunity-Based Education (CBE) integrates practical experiences within community settings to deepen students’ understanding of real-world issues. In July 2023, the University of Global Health Equity (UGHE) launched the Global Community-Based Education (G-CBE) program, designed to immerse international students in diverse settings across Rwanda and enhance their grasp of social determinants of health, community health and social medicine.ObjectivesThis study explores the experiences and perceptions of the first cohort of the G-CBE program at UGHE. It aims to evaluate how the program influenced the learning, career development, and understanding of community health for the 10 participating students.MethodsQualitative methods were employed, including 10 in-depth interviews (IDIs) to gather insights into the participants’ experiences and the perceived benefits of the G-CBE program.Key findingsStudents reported gaining a comprehensive understanding of social determinants of health, developing a strong appreciation for community-driven approaches, and acquiring practical skills through hands-on experiences. The program also broadened their global health perspective and heightened their awareness of health inequities.ConclusionThe findings underscore the significance of immersive community-based learning in global health education. The students’ experiences will inform ongoing improvements to the G-CBE program, enhancing its effectiveness in preparing future health professionals.

Exploration of global community-based medical education curricula: a scoping review

Background: Community-Based Medical Education (CBME) offers learning and training for medical students in the community setting. This scoping review aimed to describe the characteristics of the CBME curriculum delivered to medical undergraduates globally and to summarize the reported outcomes and impacts. Material and methods: A scoping review was carried out to address the study objectives, using the five-step methodological framework of H. Arksey and L. O’Malley. Published articles on CBME were retrieved using a systematically prebuilt search strategy applying Boolean operators. These search parameters were: no time limit; articles published other than on the medical profession; review articles; and non-English language articles which were excluded. PRISMA-ScR checklist was followed for reporting. Results: Of the 36 articles selected for scoping review, 17 (47.2%) were published between 2010 and 2020; 13 (36.1%) were from the South-East Asian region; and 18 (50%) were descriptive. Cognitive component on health issues was commonly taught (55.6%), 44.4% had CBME in multiple semesters, taught by the Community Medicine faculty, and each had a family survey as a teaching method. Taught in a rural setting among 83.4% of studies, 27.8% had CBME exposure throughout the course, and 47.2% were posted at primary health care. The most common formative and summative assessments were reflections/feedback, and presentations (19.4% each). Conclusions: The components of CBME curricula vary widely across the globe, shaped by the specific contexts of the universities and countries in which they are implemented. Recognizing and understanding these diverse approaches is essential for designing CBME curricula that are holistic, context-specific, and effectively tailored to meet local needs.

Developing a framework for community childcare doctors to support community-based parental health education in preventing unintentional injuries among children aged below 6 years: a grounded theory exploration in eastern China

ObjectiveUnintentional injuries are a major threat to children’s health. Community-based health management services, which include the prevention of unintentional injuries among children aged 0–6 years, are important basic national public...

Enhancing Primary Care by Investing in Interprofessional Education: The SPLICE Project.

The System-transforming, Patient centered Longitudinal Interprofessional Community-based Education (SPLICE) Initiative was a Health Resources and Services Administration (HRSA) funded project designed to educate and train health professions learners in team-based primary care within a clinical environment. The SPLICE project team developed multiple learning activities including case studies and simulations that integrated the IPEC Core Competencies within clinical scenarios. The interprofessional aspects were also modeled by faculty facilitators from different professions. Each activity was thoroughly evaluated by the learners using mixed methods processes including data from retrospective pretest-posttest self-assessments, open-ended surveys, and focus groups. Faculty, staff, and learners invested countless hours of volunteer time due to the enthusiasm and passion for the work supported with HRSA funding to implement and evaluate the SPLICE initiative. Outcomes include the development of an enhanced primary care simulation template; the creation of 21 unique primary care simulations that integrated the IPEC competencies; improved confidence and competence in over 700 learners; over 110 faculty trained in simulation and debriefing skills; clinical skills training for Federally Qualified Health Center (FQHC) staff; improved quality improvement processes at a local FQHC; and a high rate of retention of the graduates in primary care. This project demonstrated a significant return on the investment beyond the initial HRSA funding.

Plastic Waste Management Strategies to Reduce Negative Impacts on the Environment and Human Health in Padang City

Plastic waste has become one of the major problems threatening the environment and human healthIn Indonesia, the use of plastics in daily life, such as shopping bags, water bottles, and food packaging, contributes greatly to the increasing amount of plastic waste (Ditjen PPKL, 2018). This research aims to analyse effective plastic waste management strategies to reduce negative impacts on the environment. The research uses a mixed-method approach, a combination of quantitative and qualitative methods, to gain a comprehensive understanding of the condition of plastic waste and identify the factors that influence the effectiveness of such management. This method is relevant for evaluating waste management policies, the role of the community, and the application of environmentally friendly technologies. This study will be conducted in several areas that have high plastic waste production rates, such as urban, coastal, and areas with community-based waste management initiatives. The results show that community awareness level participation in recycling high 60% p = 0.001 This shows that environmental education is very important to increase community participation. Community-based education is needed to raise this awareness. A massive education campaign is needed, involving community leaders to strengthen positive social norms.

Honoring practices of community-based educators: lessons learned from the collaborative design of a creative mobile app

ABSTRACT This paper shares reflections and stories from a collaborative design process between the Lifelong Kindergarten group at the MIT Media Lab and a global network of community-based educators to develop a creative coding app called OctoStudio, which supports children and families to create and share interactive projects on mobile devices. The app design is grounded in practices that community-based educators who are primarily from the Global South have developed around strengths, needs, and interests of children and their communities, as well as constraints and affordances of local infrastructure. We use the lens of minimal computing – which focuses on community context and constraints in decisions about technology – to describe our collaborative work on OctoStudio. We describe trade-offs involved in the design decisions, and highlight insights from the process of collaboration to develop tools and practices that are more responsive and meaningful to communities who are often excluded from design decisions that impact them.

교육에서 글로컬 개념에 대한 고찰

The term glocal, a blend of "global" and "local," is increasingly prevalent in educational settings and policies. However, its meaning and pedagogical implications remain underexplored. This study aims to analyze the concept and applications of glocal in education to establish a foundational framework for glocal education. To achieve this, the study first examines the concept of glocalization and then analyzes its usage in education through media reports and prior research. Prior studies predominantly focused on two areas: using glocal as a keyword and exploring "glocal competencies." Media analysis revealed that glocal is often associated with universities outside the metropolitan area and government-initiated policies, such as the “Glocal University 30” initiative. This research defines glocal education as "education that fosters glocal competencies—such as global citizenship, understanding and engagement with local communities, and contributing to humanity and the broader community—based on regional and local contexts." Glocal competencies include global citizenship, understanding and engagement with local communities, community-mindedness, multicultural competence, and global skills. In education, glocal is actively practiced in higher education but is also applicable to school education, community-based education, and lifelong learning. It can be approached from the perspective of global citizenship education rooted in regions and places. Glocal applies to all regions and should not remain merely as a keyword for "Education in non-capital regions" or policy project titles.

Effect of community health education on mothers' knowledge of obstetric danger signs and birth preparedness and complication readiness practices in southern Ethiopia: A cluster randomized controlled trial.

Increasing knowledge of obstetric danger signs (ODS) and encouraging birth preparedness and complication readiness (BPCR) practices are strategies to increase skilled maternal health service utilization in low-income countries. One of the methods to increase mothers' knowledge about ODS and promote BPCR practice is through health education intervention (HEI). However, the effect of context-specific community-based health education led by women's groups on these outcomes has yet to be comprehensively studied, and the existing evidence is inconclusive. Thus, we aimed to evaluate the effect of a context-specific community-based HEI led by women's groups on mothers' knowledge regarding ODS and BPCR practices in southern Ethiopia. An open-label, two-arm parallel group cluster-randomized controlled trial was conducted from January to August 2023 on pregnant women from 24 clusters (kebeles) (12 interventions and 12 controls) in the northern zone of the Sidama region. The Open Data Kit smartphone application was utilized to collect data. The intention-to-treat analysis was used to compare outcomes between groups. We fitted multilevel mixed-effects modified Poisson regression with robust standard error to account for between and within cluster effects. One thousand and seventy pregnant women (540 in the intervention and 530 in the control clusters) responded to this study, making the overall response rate 95.02%. Excessive vaginal bleeding (94.3% in the interventional group vs. 88.7% in the control group) was the commonest ODS mentioned during childbirth. Overall, 68.7% of women in the intervention group and 36.2% of mothers in the control group had good knowledge of ODS (P-value < 0.001). Saving money and materials (97.1% in the interventional group vs. 92.7% in the control group) was the most frequently practiced BPCR plan. Overall, 64.3% of women in the intervention group and 38.9% of mothers in the control group practiced BPCR (P-value < 0.001). HEI significantly increased overall knowledge of ODS (adjusted risk ratio [ARR]: 1.71; 99% CI: 1.14-2.57) and improved overall BPCR practice (ARR: 1.55; 99% CI: 1.02-2.39). A community-based HEI led by women's groups improved mothers' knowledge regarding ODS and BPCR practices in a rural setting in southern Ethiopia. Interventions designed to increase women's knowledge of ODS and improve BPCR practice must implement context-specific, community-based HEI that aligns with World Health Organization recommendations. NCT05865873.

The Effect of a Community-Based Complementary Feeding Education Program on the Nutritional Status of Infants in Polokwane Municipality, Limpopo Province, South Africa

Background: Appropriate complimentary feeding (CF) has the potential to improve growth and development in infants from 6 months to 2 years of age. This study’s aim was to assess the effect of a CF education program on the nutritional status of infants aged 3–12 months in the Polokwane Municipality. Methods: A longitudinal (non-randomized), quasi-experimental intervention study was conducted among 187 caregivers. The caregiver-infant pairs (CIPs) in the intervention group (n = 95) received CF education and a six-month telephone follow-up support. The CIPs in the control group (n = 94) received no intervention. We collected data at baseline and end line using structured questionnaires. Intervention effectiveness was evaluated by comparing mean changes in anthropometric measurements between intervention and control groups using difference-in-difference analysis. Per protocol, analysis was run. Results: The results show that the children in the intervention group gained more weight after the intervention, were taller, and the mid-upper arm circumference (MUAC) increased more than in the control group. At baseline, the weight of infants was 7.37 ± 0.83 and 6.69 ± 0.13 kg in the intervention and control. At end line, significant weight and length gain were observed in the intervention group (difference-in-difference (DID) = 1.82 kg, p &lt; 0.001) and (DID = 7.78 cm, p &lt; 0.01), respectively. The intervention group showed significant gain in MUAC of 1.68 cm (p = 0.047), with no noticeable effect on the head circumference at end line; DID (0.16 cm; p = 0.950). Conclusions: Community-based nutrition intervention programs can effectively improve the anthropometric nutritional status of children aged 3–12 months.

Improving Planning and Financial Management Literacy for Housewives

Purpose: This research aims to enhance financial literacy among families in Duwet Village, Indonesia, focusing on effective financial planning and management. The issue investigated is the low awareness and practice of financial management, which is crucial for maintaining economic stability.Method: The study employed a community service approach, involving socialization sessions targeted at mothers in the Family Welfare Empowerment (PKK) group. Data were collected through participant engagement and feedback, enabling a comprehensive understanding of their financial literacy needs.Practical Applications: The findings have significant implications for improving family financial management practices, promoting economic stability, and enhancing the overall quality of life for families in the community. Increased literacy can lead to better budgeting, savings, and investment decisions.Conclusion: The study demonstrated a notable increase in financial literacy among the mothers of PKK in Duwet Village, emphasizing the importance of community-based education in empowering families for effective financial management.

The Impact of Community-Based Health Education on Maternal Health Outcomes in Rural Southeast Asia

Community-based health education has emerged as an effective strategy to improve maternal health outcomes, particularly in underserved rural areas with limited access to health services. These programs address critical gaps in prenatal care, birth preparedness, and postnatal health practices, empowering women to make informed decisions about their health and well-being. This research aims to determine the impact of culturally tailored community-based health education programs on maternal health outcomes in rural areas of Southeast Asia, with a focus on improving access to prenatal care, birth readiness, and postnatal care practices. Methods A mixed methods approach was used, integrating quantitative health records analysis with qualitative insights from interviews with participants in targeted rural communities. This dual methodology provided a comprehensive understanding of the program's effectiveness and cultural relevance. Results showed that regular health education sessions significantly improved maternal health outcomes. Communities exposed to these programs reported higher rates of attendance at antenatal check-ups, increased skilled attendance during delivery, and better adherence to postpartum care recommendations. These improvements were instrumental in reducing maternal and newborn mortality and improving overall health in this population. This research implicates the important role of culturally sensitive health education in bridging maternal health disparities in rural areas of Southeast Asia. By integrating local customs and beliefs into health messages, these programs foster community trust and engagement, thereby increasing their acceptance and effectiveness.

Assessing the Impact of Community-Based Oral Health Education Programs on Dental Hygiene Practices and Oral Health Outcomes in Rural Populations

ABSTRACT Background: Community-based oral health education programs are essential in improving dental hygiene practices and oral health outcomes, particularly in rural populations where access to dental care is limited. This study assesses the impact of such programs on dental hygiene practices and oral health outcomes in rural communities. Materials and Methods: A quasi-experimental design was employed to evaluate the effectiveness of a 6-month oral health education program conducted in five rural villages. A total of 300 participants, aged 18-60 years, were selected through stratified random sampling. The intervention included bi-weekly educational sessions on oral hygiene practices, proper brushing techniques, and the importance of regular dental check-ups. Data on dental hygiene practices were collected through structured questionnaires at baseline and post-intervention. Oral health outcomes were assessed using the Decayed, Missing, and Filled Teeth (DMFT) index and gingival health was evaluated through gingival index scores. Results: Post-intervention analysis showed a significant improvement in dental hygiene practices among participants, with 75% reporting regular brushing compared to 45% at baseline. The mean DMFT score decreased from 5.2 to 3.8 (P &lt; 0.05), and the average gingival index score improved from 2.1 to 1.4 (P &lt; 0.05). Additionally, the frequency of dental check-ups increased by 40%, indicating a positive behavioral shift in the community. Conclusion: Community-based oral health education programs significantly improve dental hygiene practices and oral health outcomes in rural populations.

A Nutrition Education Intervention Positively Affects the Diet-Health-Related Practices and Nutritional Status of Mothers and Children in a Pulse-Growing Community in Halaba, South Ethiopia.

We conducted a six-month nutrition education intervention focused on the consumption of pulses and other foods to assess the effect on knowledge, attitude and practice (KAP) as well as the nutritional status of children and mothers from two pulse-growing communities in Halaba, south Ethiopia. About 200 mother-child pairs in each of two purposively selected communities participated in this intervention study. A six-month nutrition education programme, involving interactive monthly community meetings and home visits, was offered to one of the two communities and the other served as a control/comparison. This study incorporated the use of Health Belief Model constructs to assess the KAP/perceptions of mothers surrounding pulse and other food consumptions, as well as nutrition-related issues before and after the intervention. Objective measures included dietary diversity scores (DDSs), one-day weighed dietary intakes and nutritional status measures based on anthropometric information. Demographics and socioeconomic information were also collected at baseline and endline. Significant improvements (p < 0.05) were found in the intervention group on the KAP and perceptions of pulse nutrition benefits among mothers, DDSs and pulse and animal source food consumption indexes for mothers and children and the mean body-mass-index-for-age Z-score and wasting among children. Community-based nutrition education interventions involving monthly interactive community meetings and home visits in pulse-growing communities from a resource-poor country like Ethiopia can be effective in improving mothers' knowledge of pulse nutrition and consumption frequency, leading to improvements in the DDSs of children and mothers while decreasing child underweight and wasting.

A process evaluation of a family planning, livelihoods and conservation project in Rukiga, Western Uganda.

Although Population-Health-Environment (PHE) approaches have been implemented and studied for several decades, there are limited data on whether, how and why they work. This study provides a process evaluation of the 'Healthy Wetlands for the Cranes and People of Rukiga, Uganda' project, implemented by an NGO-local hospital consortium. This programme involved a research design element, testing two delivery modalities to understand the added benefit of integrating conservation, livelihoods and human health interventions, compared to delivering sector support services separately (as is more usual). The process evaluation sought to understand how the programme was implemented, the mechanisms of impact, how it was shaped by the context in which it was delivered and whether there were discernable differences across the two delivery arms. Methods involved key informant interviews with implementing staff and community educators, a review of programme documents and secondary qualitative analysis of interviews and focus groups with community members. The findings include a statistically significant increase in the reach of the programme, in both service delivery and sensitization activities, when the sectors were fully integrated. It appears that this comparative advantage of integration is because of the improved acceptability and motivation among stakeholders, and increased initiative (and agency) taken by community-based peer educators and community members. We argue that the 'software' of the programme underpins these mechanisms of impact: trust-based relationships embedded in the system enabled coordinated leadership, supported local staff agency and encouraged motivation.

Comparison of community-based clinical education implementation among US dental and dental hygiene education programs.

Limited access to oral care disproportionately affects underserved populations. Community-based clinical education (CBCE) could address this health inequity. The purpose of this study was to compare the identified barriers and benefits of implementing CBCE in the curricula of US dental and dental hygiene education programs. In the fall of 2023, a survey developed through focus groups was sent to 387 CBCE leaders in US dental and dental hygiene programs that were accredited by the Commission on Dental Accreditation (CODA). There were 129 survey responses for a 33% response rate. There were statistically significant differences in institutional barriers: losing school production (p=0.04), COVID-19 pandemic (p=0.02), CODA process for accreditation of major sites (p<0.01), CODA standards (p=0.01), number of dental chairs in school clinic (p=0.03), and length of dental/dental hygiene program too short (p<0.01); and human resource barriers: student transportation (p<0.01), faculty buy-in (p=0.01), and student housing (p<0.01). Benefits included: raising student awareness of social determinants of health (p=0.04), increasing oral health workforce (p<0.01), and engagement with harder clinical cases (p<0.01). There were differences in the identified barriers and benefits to implementing CBCE in the curricula of US dental and dental hygiene education programs. The findings could inform the feasibility of implementing CBCE in both education programs, as well as address health inequities in access to oral care.