Dental Curriculum Research Articles

Building bridges - Fostering collaborative education in training dental informaticians.

Dental informatics is an emerging discipline. Although the accreditation agency governing dental education programs asserts the importance of informatics as foundational knowledge, no well-defined dental informatics courses currently exist within the standard predoctoral dental curriculum. There is a nationwide lack of dental informatics academic programs. This training gap is due to a lack of qualified dental informaticians to impart knowledge on dental informatics. This paper aims to introduce a novel conceptual framework for an interdisciplinary dental informatics program in preparing students to become dental informaticians. In 2023, we developed a standalone graduate certificate program in dental informatics at Indiana University (IU) School of Dentistry in collaboration with IU Luddy School of Informatics, Computing, and Engineering and IU Fairbanks School of Public Health. Feedback was collected through online surveys to assess course quality from students who took Introduction to Health Information in Dentistry. Feedback was analyzed qualitatively, utilizing a thematic analysis approach. Common responses relevant to dental informatics education were grouped into themes. Five major themes emerged during our analysis of the students' feedback: foundational knowledge and skills; experiential learning: learning by doing; access to resources and working on clinical information systems; health promotion through team-based learning; and retention of knowledge assessment and application. A conceptual framework was formulated through these themes as a guideline for future program improvement. This interdisciplinary educational program framework showed how students and faculty from various disciplines could collaborate, learn from each other, and bring in expertise from different domains. The collaboration happens in clinical, laboratory, and virtual settings to acquire hands on learning through practice and research projects. The developed conceptual framework aligned with the interdisciplinary nature of dental informatics. It can potentially be adopted by other interdisciplinary informatics programs in health and non-health care disciplines.

From outdated to outstanding: an institution’s journey in reforming the dental materials science curriculum and lessons learned

BackgroundThe Dental Materials Science (DMS) course within Malaysian undergraduate dental education has traditionally been taught in isolation, with a relatively stagnant delivery mode. Recent shifts in national dental competency standards have necessitated substantial reform in the DMS curriculum. This study aims to outline the journey of a local dental institute in developing and implementing a competency-based DMS curriculum.MethodsA faculty curriculum task force was established to oversee the curriculum reform process. The reform was guided by a “bottom-up” approach using the five-step curriculum reform model: (1). Curriculum mapping, (2). Comprehensive needs assessment, (3). Clear learning objectives and outcomes, (4). Curriculum development and implementation, and (5). Continuous evaluation and improvement.ResultsStep 1 revealed the need to reduce content repetition and improve alignment with the new competency standards. Step 2 identified the need to include advanced materials, integrate theoretical and clinical aspects, and enhance teaching methods. The new curriculum included 25 relevant topics. Step 3 established three course learning outcomes, while Step 4 integrated DMS content horizontally and vertically across the curriculum, introduced innovative teaching methods, and diversified assessment methods. Step 5 ensured ongoing curriculum monitoring, with both short-term and long-term evaluations planned.ConclusionThe curriculum reform process represents a significant advancement in dental materials science while addressing challenges and aligning the curriculum with national standards. Ongoing evaluation, adaptability, interdisciplinary collaboration, and international engagement are essential for further improvements. This journey serves as a valuable reference for educators seeking to update their DMS curricula.

Dental teachers' perceptions about the status of geriatric dentistry in the dental curriculum: A qualitative exploration in the Indian context.

The increasing geriatric population in India needs special attention from the oral health workforce. This study explores dental teachers' perceptions of the status of geriatric dentistry in the dental curriculum and the challenges of implementing geriatric dentistry curriculum in the present dental training sector in India from the trainers' (teachers) perspective. We utilised a qualitative approach, and four focus group discussions were conducted with/among various levels of academic teachers-Heads of Departments (n = 8), Board of Study members (n = 7), Deans (n = 5), Lecturers and Associate professors (n = 8). All discussions were audio-taped and transcribed. Data was analysed thematically, and coding was done using an inductive approach. Consensus on themes was achieved through deliberations. Three themes were identified-Unique challenges in managing geriatric patients (bordering on Dental care, Attitude, Awareness, Social issues and dependency on family); Current issues with provision of geriatric care (Curricular concerns-Teachers' training, Students' training, Instructional content, timing of delivery; Students' and trainers' attitudes; Infrastructural issues) and Strategies for advancement (Sensitisation of policymakers, Collaboration with other agencies, Modification in course design, Improved educational strategies and Shift in patient care delivery). Trainers perceived a strong need to develop geriatric competencies among dental students. A geriatric dentistry curriculum based on local needs could ensure the success and sustenance of change. Introducing specialisation in geriatric dentistry would ensure quality oral care for the rising geriatric population. Innovative teaching strategies, interdisciplinary training and the use of newer technologies could aid in improved teaching of geriatric dentistry.

Perceptions of Dental Faculty and Postgraduate Residents towards Learning Professionalism through DOPS Assessments of Implants

ABSTRACT Objective: One of the essential characteristics that define a career is professionalism, which encompasses commitments, actions, standards, and objectives. Background: The study was aimed to assess the perception of dental faculty and residents towards DOPS as a method to assess professionalism and also the perception of participants towards inclusion of professionalism assessments in the dental curriculum. Method: This descriptive cross sectional study was conducted amongst forty three Prosthodontic postgraduate residents and twenty faculty members from ten different dental colleges in India in the year 2023.Views regarding professionalism were assessed using the Modified Australian Medical Council (AMC) DOPS assessment form. We measured Professionalism score from the DOPS assessments conducted six times within a year of the residents in different dental colleges of India. The resident was evaluated by two different faculty members in order to minimize subjective bias. The scores range from 1 to 5, with 1 representing the least amount of professionalism displayed and 5 representing the best. Data was analyzed using SPSS version 23. Descriptive statistics was done using mean score. Results: DOPS Assessment score of professionalism for Prosthodontic postgraduate residents and feedback from participants, post graduates and faculty at the end of last assessment was considered for conclusion. They showed increase in DOPS score and positive attitude towards dental professionalism. The participants believed that DOPS assessment is an effective way to improve professionalism. Conclusion: Academic dishonesty may continue with unethical behaviors in professional practice of a healthcare professional. Hence, it becomes vital to address academic dishonesty lapses among oral health sciences students to ensure the future safety of patients and improvement in patient care.

Knowledge, attitude and perception of Italian dental students toward HPV-related oropharyngeal cancer and vaccination: a cross-sectional study

BackgroundHuman papillomavirus (HPV) infection is a leading cause of oropharyngeal squamous cell cancer (OPSCC). This study aimed to carry out a Knowledge, Attitude and Perception survey on HPV infection, HPV+ OPSCC, and HPV vaccination among Italian dental students.MethodsThrough an online self-administered questionnaire consisting of 82 questions, data on dental students’ sociodemographic characteristics, knowledge, attitudes and perceptions concerning HPV+ OPSCC, infection and vaccination were acquired. A statistical analysis, based on their year of attendance (early career, from 1st to 3rd year vs. late career, from 4th to 6th year) was also conducted.ResultsA total of 412 dental students completed the questionnaire. Knowledge of HPV+ OPSCC was reported by 61% of early-career students and 73% of late-career students, with high awareness of the HPV-OPSCC correlation in both groups (85% vs. 89%, respectively). The percentage of correct responses regarding HPV infection knowledge was 61% for early-career and 73% for late-career students, while vaccine knowledge was 70% and 78%, respectively. Over 90% of students acknowledged the dentist’s role in educating patients about HPV and OPSCC, and attitudes toward discussing HPV and vaccination were positive. However, only about half would recommend the vaccine to either gender. Statistically significant differences were found between early- and late-career groups across all knowledge sections (p < 0.001), while no significant differences emerged for perception (p = 0.076) or attitude (p = 0.147).ConclusionsThe study reveals encouraging results but highlights significant gaps in dental students’ knowledge, perceptions, and attitudes toward HPV+ OPSCC, infection, and vaccination. Addressing these gaps through targeted education and training in dental curricula could improve HPV prevention awareness and patient education, ultimately enhancing public health outcomes.

How Practice Ready are We? Attitude among Fresh Dental Graduates Regarding Dental Practice Management in India

Background Dental practice management encompasses the administrative and operational aspects of running a dental office efficiently. Fostering dental practice management skills which are tailored to the current social needs will aid the practitioner to be more competent and successful.  Aim The aim of this study is to assess the attitude among fresh dental graduates regarding dental practice management.  Materials and Methods This survey was conducted among 207 interns, fresh dental graduates, and postgraduate students of various dental specialties. The study tool was a questionnaire, consisting of basic demographics and 11 questions, to assess participant’s attitude on dental practice management. Data collection was done using Google forms circulating through social media platforms and the first 207 to submit fully answered questionnaire were included in the study. The data was then statistically analyzed.  Conclusion Mean age of the study population was 26±2.58. Majority of the study population (80.7%) felt that dental practice management was equally important as clinical skill for a successful dental practice and thought it would be helpful if there were guidelines for dental practice management in India. Our study findings indicate need for reforms in dental curriculum and training in this area.

Access to dental care among individuals with intellectual and developmental disabilities in India: A scoping review.

Individuals with intellectual and developmental disabilities (IDDs) face numerous challenges in accessing dental care. Despite difficulties, more evidence exploring difficulties among this cohort in India is needed. This study aims to conduct a scoping review of articles published in India exploring access to dental care among individuals with IDD. We followed the Arksey O'Malley framework for scoping reviews and the PRISMA guidelines for reporting studies. Findings were analyzed based on Levesque's framework for access. Seventeen articles were collated from five databases. The perceived need for dental care was low, and dental visits were mainly need-based and infrequent. Knowledge regarding dental care did not translate to dental visits. Patient-related barriers were cost, transportation difficulties, fear, lack of dentist skills, patient behavior, and cooperation. From the providers' perspective, most dentists were willing to treat but noted infrastructural and knowledge-based limitations. Access to dental care was limited due to infrastructure constraints and a lack of dentist training. Caregivers and individuals with IDD did not prioritize dental health, faced communication barriers, and were afraid of dental procedures. It is important to improve preventive dental care and raise awareness among caregivers of individuals with IDD in India. Training dentists and incorporating special care dentistry into the standard dental curriculum will improve access.

Exploring the Ethical Dimensions of Artificial Intelligence and Robotics in Dental Education

Artificial intelligence (AI) and robotics have revolutionized healthcare, particularly dentistry. Their integration in dental education offers opportunities to enhance learning, diagnostics, treatment planning, and patient care. However, ethical implications must be addressed to ensure responsible and ethical integration of these technologies. This review explores AI and robotics in dental education and highlights the associated ethical considerations. These technologies provide improved learning experiences and simulations. Intelligent tutoring systems offer personalized feedback, virtual reality simulations enable practice in a safe environment, and AI algorithms aid in analysing radiographic images. Despite their potential, ethical challenges arise, including data privacy, autonomy, equity, and professional integrity. Addressing these challenges requires transparency, informed consent, bias detection, and accountability. Dental curricula should in-corporate ethics, fostering collaborations between educators and AI/robotics experts. Professional development programs should prioritize ethics training, considering emerging technologies such as AI-powered learning and diagnostic assistance. By embracing ethical considerations, AI and robotics can be integrated in dental education guided by transparency, accountability, privacy, and patient-centric care. A comprehensive understanding of the ethical dimensions is essential to harness the transformative potential of AI and robotics while upholding ethical standards in dental education. Bangladesh Journal of Medical Science Vol. 23 No. 04 October’24 Page : 999-1007

Patient safety education in Umm Al-Qura dental school: A comprehensive analysis of curriculum content and student confidence

BackgroundPatient safety (PS) is a critical component in dental education, yet it is not clear how dental schools include PS education in their curricula. AimTo assess how PS topics are presented in the current Umm Al-Qura undergraduate dental (UQUDENT) curriculum and to investigate the self-perceptions of dental students regarding the PS confidence they have attained from their dental program. MethodThe UQUDENT curriculum was mapped using keywords developed from the WHO PS manual. Courses contained intended learning outcomes (ILOs), and lecture topics were identified and ranked based on the level of PS content. In addition, dental students and interns were asked to fill in a modified version of the Health Professional Education in Patient Safety Survey. ResultsA total of 73.2% of the courses included ILOs or topics related to PS. Keywords related to the teamwork topic were the most common (60.9%), followed by patient engagement (24.3%), medication safety (12.2%), and infection control (9.8%). None of the courses included items on overall PS concepts, understanding systems, or quality improvement in relation to PS.Dental students were most confident in their learning regarding clinical safety and effective communication. They were least confident in what they learned about teamwork with other health professionals. There were no statistically significant differences in PS domain scores between classroom and clinical learning. ConclusionThe UQUDENT curriculum covers many aspects of PS. However, the PS content should be explicitly taught and assessed. Areas such as interprofessional education, clinical risk management, learning from errors, and teamwork should be augmented.

Interactive Online Modules for Dental Education: A Practical Example of Gagne’s Nine Events of Instruction

Effective and engaging learning experiences are crucial in dental education, especially in the field of dental materials science, as previous approaches were largely through didactic teaching. Interactive online modules have emerged as valuable supplemental tools to enhance dental education. It offers interactive elements, promotes active learning, and provides an immersive, self-paced learning environment. This article highlights the use of Gagne’s Nine Events of Instruction as a practical framework to design and implement interactive online modules in the dental materials science curriculum. Gagne’s model provides a structured approach to instructional design, improving students’ engagement and their learning process. The development of interactive online modules follows Gagne’s model, including gaining attention, informing students of objectives, stimulating the recall of prior knowledge, presenting new material, providing guidance, eliciting performance, providing feedback, assessing performance, and enhancing retention and transfer. Students’ perceptions and feedback can be evaluated at the end of the online modules. In short, this article provides a systematic approach to the design and implementation of interactive online modules, ultimately improving the educational outcomes for dental and other health profession students.

Assessing gaps in predoctoral dental curriculum for LGBTQ+ specific content.

Despite growing recognition of health disparities faced by the Lesbian, Gay, Bisexual, Transgender, Queer (or Questioning) (LGBTQ+) population, significant gaps remain for inclusion of LGBTQ+ content in health professions education, particularly dental curricula. This study aims to address these gaps by investigating the integration of LGBTQ+ content in a midwestern dental school curriculum. Curriculum mapping and focus group discussions were utilized to identify gaps and recommend integrating LGBTQ+ content into a predoctoral dental curriculum. The Doctor of Dental Surgery program was mapped to identify LGBTQ+ specific content relevant to cultural competency. A focus group of ninefaculty members provided insights and recommendations, with data transcribed and analyzed for themes. Out of 121 courses, 28 included or had potential for LGBTQ+ content, with 16 already inclusive and 12 involving direct patient interaction. Integration varied, highest in the first year (28.6%) and lowest in the fourth year (5%). Focus group themes included the need for broader awareness and education about LGBTQ+ health, integrating topics into basic and behavioral science courses, and addressing practical clinical skills (e.g., using pronouns). Barriers included personal discomfort, lack of formal training, and potential conflicts with personal or religious beliefs. This study highlighted the need for increased faculty awareness and enhanced inclusion of LGBTQ+ content throughout the predoctoral dental curriculum to prepare future practitioners for culturally competent care.

A Concept Centric Synthesis Matrix Framework (SMF) on the application of Game-based learning (GBL) as an emerging paradigm in the curriculum of dentistry

A Concept Centric Synthesis Matrix Framework (SMF) on the application of Game-based learning (GBL) as an emerging paradigm in the curriculum of dentistry

Pain Education in Postgraduate Medical Curriculam in Bangladesh: An In-depth Analysis

Background: Pain is one of the most common symptoms for which people seek help from physicians. But it is not well emphasized over curriculum and evaluation method of medical, dental or nursing curriculum. The objective of the present study was to evaluate pain education in postgraduate medical, dental and nursing curricula in Bangladesh.Methods: This is a descriptive and analytical study which evaluated post-graduate medical education. For building the matrix, a graphical representation “concept map” was formed. Key words from this map were used for evaluation.Results: : In postgraduate curriculum, from 2014 to 2018, highest 48% marks were allocated in residency program of Physical medicine. Short answer questions and multiple choice questions were used for assessment of knowledge part of pain education. To evaluate skill of pain management objective structured clinical examination was used.Conclusion: Dedicated pain curricula with purpose, planning for implementation, encouraging to learners can make a difference to motivate healthcare professional for better pain management situation in Bangladesh.

The potential integration of Simodont® Dental Trainer in different stages of the dental curriculum

BackgroundThe lack of standardised studies remains an obstacle to developing a consistent approach to integrating virtual dental simulation (VDS) into dental education. The aim of this study was to develop consensus among experienced educators and dental practitioners on the optimal integration of VDS at various stages of dental curricula. The goal was to propose clear yet flexible recommendations that could be implemented by most educational institutions. MethodsFocus groups were established, consisting of experienced academic educators involved in VDS, experienced academic staff who had not previously been involved in VDS, and experienced dental practitioners. These groups exchanged ideas about the best ways to integrate VDS into dental curricula. The Simodont® Dental Trainer system was used to design a curriculum for VDS. ResultsThe expert group agreed that VDS for manual dexterity exercises should be introduced in the first year of dental curricula. This should be followed by cariology exercises in the second year and crown preparation exercises in the third year, alongside traditional manikin-based simulation exercises. Additionally, VDS was recommended for senior students on an ad hoc basis for academic recovery purposes. However, VDS endodontic exercises were excluded from the proposed integrative dental curriculum. Other ways of utilising VDS were identified, such as student recruitment activities and intensive refreshment programs at the start of each academic year. ConclusionsThis study proposes a flexible approach to including VDS in dental curricula. This proposed approach can be customised to meet the specific needs of each educational institution, providing a tailored learning experience for students.

Dental education in nursing schools: A pan-Canadian study

ObjectivesThe aim of this study was to gather data on Canadian nursing programs regarding oral health curriculum and attitudes towards oral health curriculum to evaluate the level of oral health education in nursing programs and provide a reference for understanding dental and oral health in the nursing field. MethodsData to inform models for oral health curriculum in nursing were collected through an online survey using a secured google form. The web-based questionnaire examined main aspects of dental and oral health in nursing educational institutions. Eligibility criteria for this study included faculty members of an accredited nursing program in Canada. ResultsOf the 76 institutions approached, a total of 47 nursing faculty members from 35 nursing programs responded to the online survey. The vast majority (85.1 %) of the participants stated they believe oral health should be taught within nursing programs. Relating to the current curriculum, 70.2 % of the respondents stated their institution currently teaches anatomy relating to the oral cavity, but only 38.3 % reported their institution implemented oral diseases and pathology into the curriculum. Moreover, 48.9 % of the participants noted that dental screening was not covered in the nursing curriculum; 27.7 % of the respondents stated that their institution implemented education regarding gum disease, 25.5 % noted implementing education regarding oral cancer and oral lesions screening. Overall, 80.9 % of the participants noted that future nurses should be educated about oral cancer and disease prevention. However, in order to implement dental and oral health curriculums, participants noted certain needs such as time to implement curriculum (87.2 %) and more knowledge about the topic (83 %). ConclusionsThere is a current lack of content regarding dental and oral health in the curriculum of nursing programs throughout Canada. Due to this deficiency, many nursing graduates lack general knowledge about various aspects of dental and oral health.

Perceived Enablers of and Barriers to Serious Game as Oral Histology Learning Strategy for Undergraduate Dental Students.

Previously, we reported the serious game HistoRM as an innovative learning approach for an oral histology course. This study aimed to examine the impact of HistoRM on summative assessment and the enablers and barriers factors affecting HistoRM as an interactive learning strategy in an oral histology course. A crossover randomized controlled trial was performed. Study participants were first-year dental students at the Universitas Indonesia. The average final grades of students who participated in HistoRM serious game were significantly higher than those of students who did not participate in this trial (p < 0.001). Positive responses of HistoRM were observed in the learning content, games and learning experience domains. The enabler factors most recognized by the students were the game method, which helped students to understand the learning materials; the immediate feedback provided following each gameplay; as well as the fun and interesting gameplay. The barrier factors most recognized by the students were some challenges of the gameplay, which resulted in a longer time needed to study. While the HistoRM serious game can stimulate student motivation and engagement in learning oral histology, overcoming the barriers is essential for the implementation of serious games as a complementary learning approach in the dental curriculum.

Forensic Odontology related awareness, knowledge and attitude among dentist and dental students in two Egyptian Universities: A survey-based study.

This study evaluated the awareness, knowledge, and attitude regarding forensic odontology (FO) among dental students and graduates at Beni-Suef University and Badr University in Cairo, Egypt. This cross-sectional study included 316 dentists and dental students in their final year of undergraduate study. An online self-administered questionnaire in English was used to obtain participants' responses. Less than half of the participants (47.5%) were aware of the branch of dentistry named FO. The highest percentages of correct answers in the knowledge assessment were reported in dental age estimation questions, while the lowest percentages were in items related to the use of FO in confirming sexual abuse and using palatal rugae as a marker in forensic identification. The most common source of knowledge was the internet (52.0%). Only 11.1% of the participants received FO courses in their colleges. Studying FO as a postgraduate course was interesting to 67.4% of the participants. The knowledge score was significantly associated with the participants' gender, graduation status, and educational level. This study revealed a lack of awareness of FO as a branch of dentistry among dental students and dentists in Egypt. Increasing awareness and knowledge of FO could be achieved by integrating FO into the dental curriculum at both undergraduate and postgraduate levels.

Integrating Structured Digital Tools with the Traditional Hands-on Puzzle Method for Teaching Tooth Morphology: A Comparative Study of Educational Outcomes.

The study of tooth morphology is a critical component of the dental curriculum, highlighting the importance for dental students to acquire comprehensive and detailed knowledge of the complex structure of teeth. This study compared the educational outcomes of two student cohorts in a tooth morphology course, using traditional methods for the control group and additional digital video-based resources for the experimental group. We hypothesized that early integration of digital resources would significantly reduce the learning time. We retrospectively analyzed two groups of Master of Dentistry students. The control group (42 students) was taught using the traditional 'tooth puzzle' method, while the experimental group (42 students) supplemented traditional teaching with digital video-based tools developed by our department. Both groups' curricula culminated in a practical post-course test requiring the identification of 40 teeth, along with a mid-course test to track the students' learning progression. The number and type of incorrectly identified teeth were recorded. The mid-course test showed significant performance differences. The control group had a median (Q1, Q3) value of faults of 12.0 (7.8, 20.5), whereas the respective value for the experimental group was 4.0 (0.0, 8.0) (p < 0.001). In the control group, none achieved faultless results, with only two students (4.8%) having at most two faults, and six students (14.3%) having no more than four faults. The control group averaged 13.5 faults per student, with 19 students (45.2%) failing the test. Conversely, the experimental group showed improved performance: 12 students (28.6%) had no faults, and 25 students (59.5%) had four or fewer faults. The experimental group averaged 5.2 faults per student, with only four students (9.5%) failing. By the end of the course, both groups achieved commendable results on the practical tooth identification test. The experimental group slightly outperformed the control group, though the difference was not significant. The median (Q1, Q3) values were 0.0 (0.0, 2.5) and 1.0 (0.0, 4.5) for the experimental and control groups, respectively (p = 0.372). The students using both traditional and structured digital video-based tools showed greater learning advancement than those using only the traditional 'tooth puzzle' method.

Comparative Analysis of Networking and Mentorship in Enhancing Soft Skills AmongDental Undergraduates, A Quantitative Study in a private dental college.

Introduction: The acquisition of soft skills is essential for undergraduate Bachelor of Dental Surgery (BDS) students, enhancing their ability to communicate, collaborate, and adapt in the dynamic field of dental practice. While networking and mentorship are both recognized as valuable methods for developing these skills, their comparative effectiveness remains unclear. This study aims to evaluate the impact of networking and mentorship on the development of soft skills among BDS students in a private dental college. Methodology: A cross-sectional quantitative approach was used, involving a survey administered via Google Forms. The study population comprised 250 participants, including current BDS students, alumni, and faculty members from Liaquat College of Medicine and Dentistry. Data were collected over six weeks, focusing on participation in networking and mentorship activities, and self-assessment of soft skills development. Statistical analysis was conducted using SPSS 25 to compare the effectiveness of these two approaches. Results: Of the 250 respondents, 64% participated in networking activities, while 48% engaged in mentorship programs. Networking activities primarily included student organization gatherings and professional conferences, whereas mentorship was mostly one-on-one. Participants rated their competencies in various soft skills on a scale of 1 to 5. Networking was found to be more effective in enhancing communication, teamwork, problem-solving, and adaptability, with 48% of participants favoring it over mentorship. Mentorship, although less impactful in certain domains, provided significant individual guidance and career support. Conclusion: The study highlights the complementary roles of networking and mentorship in developing soft skills among BDS students. Networking was particularly effective in enhancing communication and teamwork, while mentorship offered personalized support. Integrating both approaches into dental curricula can provider a supportive learning environment, promoting comprehensive professional growth. Future research should consider diverse sampling and objective measures to validate these findings. This study highlights the importance of structured networking and mentorship programs in dental education, benefiting students, practitioners, and faculty alike.

Application of principles learned in a prevention-focused pediatric dental residency curriculum to professional practice.

This study examined whether pediatric dentists who participated in a pediatric dental residency program focusing on disease prevention and management training and screening for social determinants of health (SDOH) were applying these principles to their professional practice upon graduation. Using a cross-sectional study design, a one-time-only online survey was disseminated to 75 pediatric dentists who graduated from the University of California, Los Angeles's training program between 2012 and 2022. The 21-item survey included questions on demographics, patient population characteristics, and application of preventive dentistry and SDOH to their professional practice. Descriptive statistics and bivariate analyses were used to assess survey items. The survey response rate was 64%. Over two-thirds (67%) of alumni reported accepting Medicaid, 34% saw patients in a medically underserved area and all reported seeing children with special needs in their practice. Strategies used to address SDOH in their practice included providing anticipatory guidance (98%) and educating families on oral disease prevention and screening for SDOH (96%). Alumni accepting patients with Medicaid/public health insurance were more likely to address SDOH in their practice, such as assisting patients with filling out Medicaid paperwork (p<0.05), conducting outreach to underserved communities (p<0.05), and using interpreters in their practice (p<0.01) in comparison with alumni not accepting patients with Medicaid/public health insurance. This study demonstrated that a pediatric dental residency program may be successful in training residents to educate children, families, and special needs patients on disease prevention and management in an ethical and culturally sensitive manner and screen for SDOH during patient visits.