Dental Undergraduates Research Articles

The impact of an online gamified virtual tour on cognitive enhancement in dental practice management

Dental practice management is usually a mandatory course for both undergraduate and postgraduate programs. However, learners and educators may encounter challenges in gaining experiences in real-life dental practice. The concept of a gamified virtual tour could have potential to improve dental practice management skills. A quasi-experimental study was conducted to evaluate the educational impact of a gamified virtual dental clinic (GVDC) on dental practice management skills among dental undergraduates (UG) and postgraduates (PG). All participants were assigned to complete the GVDC. Pre- and post-knowledge assessments were administered to evaluate knowledge acquisition. A self-administered questionnaire was distributed to investigate user perceptions toward the use of GVDC. There were 20 dental undergraduates and 20 orthodontic residents participating in UG and PG groups, respectively. Both groups demonstrated statistically significant increases in their assessment scores after completing the GVDC (P < 0.001). Although the pre-knowledge assessment score of the PG group was notably higher than that of the UG group (P = 0.041), there was no statistically significant difference in their post-knowledge assessment score (P = 0.491). Participants had positive perceptions of GVDC in terms of usefulness, ease of use, and enjoyment, with no statistically significant differences between the two groups (P > 0.05). Overall, the GVDC demonstrated positive educational impacts on acquiring knowledge and understanding of dental practice management, with participants expressing favorable perceptions of this immersive learning intervention.

Approach to Mental Disorders in Dental Education in a Brazilian State

Oral diseases present higher prevalence in people with mental disorders, which makes dental care a possible means for screening and referral to mental health specialized care. Because some dental conditions can be caused by or associated with mental disorders, dentists can identify patients&amp;rsquo; mental health care needs. However, they have shown low confidence and a lack of training in dealing with mental health patients, which may indicate a deficiency in the approach to mental disorders in dental education. This study aimed to verify whether undergraduate Dentistry courses in a Brazilian state introduce knowledge about adult mental disorders into their curriculum content. The courses operating in the state of Minas Gerais, Brazil, were assessed by information available at the e-MEC system, the official database of courses and Higher Education Institutions in Brazil, and at institutions&amp;rsquo; websites. Two researchers independently assessed pedagogical projects, curriculum matrices, syllabi, and teaching plans. Psychology disciplines Applied Psychology and Psychology-related were identified, and their syllabi and teaching plans were screened, searching for themes related to mental disorders and/or psychopathology. Of the 73 courses included, 34 were evaluated, and only five courses presented disciplines with some approach to mental disorders and/or psychopathology. The results showed that a large part of undergraduate Dentistry courses assessed do not address knowledge about adult mental disorders as part of dental education. Considering the impact of mental disorders on oral and systemic health, it is important to reflect on the role of dentists in mental health care and on the responsibility of Higher Education Institutions regarding the development of skills and competencies of these professionals. The results of this study draw attention to the need to address adult mental disorders in dental education, reinforcing mental health as an important aspect of patients&amp;rsquo; general health.

“You really shouldn’t be here”: using social identity theory to explore under-represented ethnic minority (UREM) students experiences of belonging in a UK dental school

There is tacit acknowledgment that the psycho-social and educational challenges experienced by under-represented ethnic minorities in medical school are likely to be similar to those experienced by ethnic minorities in dental school. However, dental scholarship is not as expansive or comprehensive by comparison to confirm if this is the case. This paper addresses this research gap by presenting the findings of a small-scale exploratory study into the experiences of nine dental undergraduates from a variety of ethnic backgrounds studying at one UK dental school. A social identity theoretical framework was applied to the analysis of semi-structured interview data. The study reveals that dental school is a racialised educational space, where whiteness and white privilege are the norm and students from ethnic minority backgrounds occupy ‘out-group’ status through a process of depersonalisation and stereotyping. Their experiences reveal the existence of a climate of everyday racism perpetuated by students and faculty alike. This research calls on dental schools, and the dental profession more generally to address the lack of inclusivity as a pressing concern requiring immediate action.

Exposure to and awareness of oral and maxillofacial surgery for first degree dental undergraduates in the United Kingdom

Evidence shows that the majority of OMFS trainees undertook dentistry as their first degree, however, an increasing number of undergraduates undertaking OMFS training have completed medicine first. It is vital that all undergraduates wanting to commit to another degree have adequate exposure to, and understanding of, the specialty. The aim of our study was to evaluate the perspectives of final-year dental students concerning their exposure to, and perceptions of, OMFS during their undergraduate teaching. This is a cross-sectional cohort study that used an online survey to collect data. All final-year dental students at a UK dental school who will graduate in 2024 were included. Regarding the exposure to OMFS, 122 (71.8%) respondents reported that they had been offered OMFS-related clinical placements from their respective dental schools, while 48 (28.2%) had not. Of the 122 who reported receiving placements, the placement lasted a mean of 3.78 days. Participants were then asked if they thought they had adequate experience and information to make an informed choice regarding OMFS as a career, to which 70 (41.2%) responded that they did have that knowledge and experience whilst 100 (58.8%) responded that they did not. Our study overall shows a better understanding of the scope of oral and maxillofacial surgery amongst final-year dental students in the UK compared with their medical student counterparts from previous literature. However, our results reflect areas in which knowledge, exposure to, and perception of, OMFS can be improved amongst dental undergraduates.

To Develop and Implement a Preclinical Operative Dentistry Module to Enhance Class-II Cavity Preparation Training

Background: A competent dental undergraduate at the preclinical level will ensure a confident transition into clinics and quality treatment for patients. Cavity preparation of a tooth is one of the key competencies in dentistry. A preclinical training module was introduced to enhance the skill training and improve students’ learning. Aim: This study aims to develop and implement a preclinical operative dentistry module to enhance Class-II cavity preparation training. Methodology: Feedback was taken from the 3rd year undergraduate batch regarding the preclinical operative dentistry training. Based on the feedback, a training module was developed and implemented for Class-II cavity preparation for 2nd year dental students. The three-stage intervention included a preparatory intervention with a Prebrief PowerPoint presentation, followed by a live demonstration of the Class-II cavity preparation and access to a video demonstration. In the third stage, formative assessments were conducted with the help of an assessment rubric. At the end, student and faculty perceptions were gathered using a feedback survey. Results: Most students (98%) were satisfied with the training. All the faculty strongly agreed that the module should be part of future training. Video demonstration and rubric-based assessments were testified by 93% of students as the most helpful element of the module. Major themes after thematic analysis were a better understanding of the procedure, enhanced visualization, the ability to identify areas for improvement, and boosted confidence for final exams. Conclusions: The preclinical training module successfully met the needs of the participating undergraduate students. Video demonstration proved a beneficial digital learning resource.

Diagnostic Reliability Among Dental Undergraduate Students For Dental Caries

Diagnostic Reliability Among Dental Undergraduate Students For Dental Caries

Knowledge, Attitude and Diagnosing Ability about Oral Cancer among Medical and Dental Students of a Tertiary Medical College in Chitwan, Nepal

Background Oral cancer is one of the most common cancers taking away many lives worldwide. The chances of recovery from oral cancer are good if, detected early. Lack of knowledge, casual attitude, and poor diagnostic skills among medical and dental undergraduate students could delay detection and management. The present study aims to assess and compare the knowledge, attitude, and diagnostic ability of oral cancer among medical and dental undergraduate students in a tertiary care hospital in Chitwan, Nepal.MethodsA comparative cross-sectional study was conducted among 123 (medical- 72, dental- 51) undergraduate students using a pre-fabricated questionnaire with close-ended questions and the responses were recorded in Excel sheets. The recorded responses were analyzed using Statistical Package of Social Sciences (SPSS) software. A chi-square test was performed to analyze the difference in knowledge, attitude, and diagnostic ability among medical and dental undergraduate students.ResultsThe response rate for the study was 96.09%. The study revealed over 80% adequacy of knowledge of oral cancer among the participants. 92.41 % of medical students and 96.45 % of dental students showed a positive attitude towards oral cancer. However, a difference was noted in the diagnostic ability of oral cancer among medical and dental students. 93.13% of dental undergraduates were confident about diagnosing oral cancer whereas the confidence of medical undergraduates was only 40.96%.Conclusions The study highlighted the need to educate medical and dental undergraduates about oral cancer and emphasized the need for the revision of the medical curriculum to improve their confidence in their diagnostic ability of oral cancer.

Effectiveness of Different Teaching Methods in Enhancing Dental Undergraduate Students' Knowledge and Restorative Cement Manipulation Skills.

Background and objectives Developing manual skills is important in dental education. Clinical skills can be taught via clinical demonstrations, and knowledge can be delivered through lectures. Performing dental restorations is an essential skill for dentists, which requires a comprehensive knowledge of the manipulation of the restorative materials. The present study sought to compare the effectiveness of flipped learning (FL), smart class (SC), and traditional teaching (TT) methods in two arenas of learning: acquisition of theoretical knowledge and practical skill in manipulating dental restorative cement. Materials and methods All first-year undergraduate dental students (n = 60) were divided into three study groups and exposed to three teaching methods, namely TT, SC, and FL of three different dental restorative cements. Each teaching method was followed by an evaluation of the "knowledge assessment score," a live demonstration of the cement manipulation, and the participants' "skill assessment score." Descriptive statistics were expressed as mean and SD for continuous variables. A comparison of the knowledge assessment scores and skill assessment scores between the study groups was analyzed using a one-way ANOVA test. Intergroup comparison was done using Tukey's post hoc test. Results The FL group had a significantly higher "knowledge assessment score" (p = 0.001), while there was no significant difference between the SC and TT groups (p = 1.0). Both FL and SC groups had significantly higher "skill assessment scores" (p = 0.001), with no significant difference between them (p = 0.798). Conclusions Of the three teaching methods assessed, FL proved to be more effective in the knowledge acquired and clinical competence demonstrated when compared to the other two techniques in dental education.

Effect of 3D printed teeth and virtual simulation system on the pre-clinical access cavity preparation training of senior dental undergraduates

BackgroundThe objective of the present study was to evaluate the effect of 3D printed teeth and virtual simulation system on the pre-clinical access cavity preparation training of senior dental undergraduates.MethodsThe 3D printed teeth were manufactured based on the micro-CT data of an extracted lower first molar. Ninety-eight senior dental undergraduate students were required to finish the access cavity preparation of lower first molar within 20 min on plastic and 3D printed teeth on the manikin system as well as on a virtual simulation machine respectively with randomly selected sequences. Expert dentists scored the operated teeth. The scores from the virtual simulation system were also recorded. All the scores were analyzed and compared. Following the procedure, two questionnaires were sent to students to further evaluate the feelings and optimal training sequence.ResultsNo significant differences were found between plastic and 3D printed teeth scores, while virtual simulation achieved a valid/invalid area removal ratio of 96.86% ± 5.08% and 3.97% ± 1.85%, respectively. Most students found plastic teeth training the easiest and favored the three-training combination (36.36%). 71.42% of the students thought the virtual simulation training should be put at the first place of the three trainings. Over 80% of students agreed with incorporating 3D printed teeth and virtual simulation into their routine training courses. In addition, the general advantages and disadvantages of the virtual simulation system and 3D printed teeth training received almost equal recognition by students.ConclusionsVirtual simulation system training + plastic teeth training + 3D printed teeth training might be the optimal training sequence. Virtual simulation system training could not completely replace the traditional training methods on the manikin system at the moment. With further modifications, 3D printed teeth could be expected to replace the plastic teeth for the pre-clinical access cavity preparation training.

Effect of behavior change plan on the wellness of dental students

Objectives: The purpose of this study was to evaluate the efficacy of a behavior change plan (BCP) on the well-being of dental students. Material and Methods: First and second-year bachelor of dental surgery (BDS) students were sensitized regarding the importance of a healthy lifestyle and asked to choose any one/more areas of fitness to improve on. Pre-test scores were recorded. For the next 6 months, follow-up reminders were given to keep them on track. Post-test scores were recorded at the end of 6 months. Results: Overall wellness score showed improvement at the end of 6 months, maximum students completed their target behavior. Conclusion: A BCP is an effective method to inculcate principles of a healthy lifestyle among dental undergraduates.

Minimally Invasive Extraction System Benex-Clinical Evaluation and Comparison.

Tooth extraction is one of the oldest and most well-known surgical procedures in dental medicine. It is still routinely performed by general practitioners and dental undergraduates. The Benex extraction system allows for the extraction of teeth in a vertical direction, which avoids most trauma against surrounding alveolar bone and soft tissues. The study included 56 patients who were recruited from the Department of Oral Surgery, Medical University-Plovdiv. The patients were split into two groups of 28 patients-Group I (control group) and Group II (study group). For each group, the success of the extraction, buccal cortical plate preservation, pain experience and early wound healing were assessed. There was no statistical significance between the success of the extractions in both groups. The Benex extractions preserved the buccal cortical plate in 95% of the cases, whereas the forceps extractions preserved it in only 71.8%, which is statistically significant. On the seventh day, patients in Group II reported less pain, without a significant difference. There was a significantly bigger number of completely healed extraction wounds on the 10th day. Atraumatic extractions allow for more hard and soft tissues to be preserved in the extraction site. This is essential for a successful outcome and the aesthetically pleasing results of the following dental restoration.

KNOWLEDGE, ATTITUDE, AND PRACTICE REGARDING ARTIFICIAL INTELLIGENCE (AI) AND ITS USAGE IN DENTAL ACADEMICS CURRICULUM AMONG DENTAL UNDERGRADUATES AND POSTGRADUATES

Background: Artificial intelligence (AI) is increasingly being recognized for its potential to revolutionize dental education and practice. However, the extent of knowledge, attitudes, and practices (KAP) regarding AI among dental undergraduates and postgraduates remains underexplored. Objectives: This study aims to assess the knowledge, attitudes, and practices related to AI and its integration into the dental academic curriculum among dental undergraduates and postgraduates. Methods: A cross-sectional questionnaire-based study was conducted among 545 participants, including final-year dental undergraduates and postgraduate dental students . The structured questionnaire covered demographics, knowledge of AI, attitudes towards its integration into dental education, and current practices involving AI. Results: The study found significant variations in knowledge levels, with postgraduates demonstrating a more comprehensive understanding of AI applications in dentistry compared to undergraduates. Attitudes towards AI were generally positive across both groups, with participants recognizing its potential to enhance diagnostic accuracy and streamline administrative tasks. However, there were concerns about the reliability of AI systems and the potential for reduced human oversight. Practical application of AI was limited, particularly among undergraduates, highlighting a gap between theoretical knowledge and practical use. Conclusion: The study underscores the need for integrating comprehensive AI education into the dental curriculum, encompassing both theoretical knowledge and practical training. Continuous professional development and a balanced approach to AI use in dental practice are essential to prepare future dental professionals for an AI-driven healthcare landscape. Gender-wise, the survey reveals consistent support across male and female dental professionals for AI's potential in enhancing dental research, with minimal variation in beliefs. KEYWORDS: Artificial intelligence, dental education, knowledge, attitudes, practices, dental undergraduates, postgraduates.

KNOWLEDGE, ATTITUDE AND PRACTICE AMONG DIFFERENT DENTISTS REGARDING ORAL PIERCING DELETERIOUS EFFECT: A QUESTIONNAIRE BASED STUDY

Background: Oral piercings, including tongue, lip, and cheek piercings, are popular forms of body modification. These piercings, while culturally significant and a means of self-expression, pose various health risks that necessitate informed management by dental professionals. Objectives: This study aims to assess the knowledge, attitudes, and practices (KAP) related to oral piercings among dental undergraduates, postgraduates, and practicing dentists. Methods: A cross-sectional questionnaire-based study was conducted among 300 participants, comprising dental undergraduates, postgraduates, and practicing dentists. The questionnaire covered demographics, knowledge of oral piercings, attitudes towards these modifications, and clinical practices in managing complications. Data were analyzed using SPSS software, with descriptive statistics and comparative tests (Chi-square and ANOVA) applied to evaluate KAP differences among the groups. Results: Significant variations in knowledge levels were observed, with practicing dentists displaying the highest understanding of oral piercings and their complications. Postgraduates demonstrated a more comprehensive knowledge compared to undergraduates, who showed a basic understanding. Attitudes towards oral piercings varied, with undergraduates and postgraduates viewing them more favorably compared to the cautious stance of practicing dentists. Clinical practices also differed, with experienced dentists more proactive in patient education and management strategies. Conclusion: The study highlights the need for enhanced education on oral piercings across all levels of dental training. Integrating comprehensive curricula and continuous professional development programs can bridge knowledge gaps and improve clinical practices. Gender-wise analysis highlights that both male and female dental professionals show comparable levels of awareness and engagement regarding oral piercings, with responses indicating a shared commitment to patient education and proactive care practices in managing associated risks and complications KEYWORDS: Oral piercings, dental education, knowledge, attitudes, clinical practice, complications.

Assessing Emotional Intelligence among Dental Undergraduate Students: An Institutional Insight from Western India in the Postpandemic Context

Abstract Background: Emotional intelligence (EI) plays a pivotal role in academic success, especially in challenging fields such as dentistry. The COVID-19 pandemic has revolutionized education, necessitating a fresh examination of EI among dental students in the postpandemic era. Materials and Methods: This cross-sectional study involved undergraduate dental students and employed a structured questionnaire comprising 21 questions to assess EI, gather demographic data, and explore learning behaviors. The gathered data underwent rigorous statistical analysis using SPSS, including Chi-square tests. Results: Among the 525 students, 168 participated, representing a 32% response rate. Notably, the majority of respondents were female (67%) and exhibited EI scores predominantly in the moderate range. Significantly, the study revealed noteworthy correlations between EI and family income (P = 0.03*) and study hours (P = 0.00*). However, no substantial link was identified between EI and work completion behavior. Discussion: This study illuminates the intricate relationship between EI, socioeconomic factors, and study habits within the context of dental education. It implies that greater family income and increased study hours positively influence EI. The practical implications extend to tailored EI programs and addressing educational disparities. Conclusion: This study significantly advances our comprehension of EI among dental students. It underscores the relevance of EI in dental education and advocates for equitable educational strategies in a post-COVID landscape.

Knowledge and Practice of Diagnostic Reference Levels, Radiation Protection, and Safety among Dental Professionals and Dental Undergraduate Students in the United Arab Emirates: A Multicentric Study

Abstract Background: Dental radiographic examinations deliver low doses of radiation with low biological risks; however, low doses can lead to a cumulative risk. Diagnostic reference levels (DRLs) indicate typical practice in a country or region. Surveys to establish DRLs can help acquire dose information, and less attention to DRLs can have consequences for the patient and dental workers. This study aims to determine the knowledge and practice of DRLs, radiation protection, and safety among dental professionals and dental undergraduate students in the United Arab Emirates. Methods: A cross-sectional survey was distributed among dental students, general dental practitioners, dental faculty, and radiographers from dental universities in the United Arab Emirates. This study assessed the knowledge and practice of radiation safety of 221 participants. Results: Among the surveyed respondents, 58 (26.2%) had a good level of knowledge, 94 (42.50%) had an average level, and 69 (31.2%) had a poor level. 30.3% of the respondents were aware of the DRLs in dental radiography. Only 10 survivors were able to accurately mention the national DRL for intraoral adult radiography. The level of knowledge is significantly associated with age (P &lt; 0.0001), year of experience (P &lt; 0.0001), and professional development courses (P = 0.024). Almost half had an average level of practice, 30.8% a good level and 22.6% a low level. The level of practice is influenced by age (P = 0.001), qualification (P = 0.034), and experience (P = 0.022). Conclusions: Knowledge of DRLs, radiation protection, and safety is adequate among the sample surveyed. However, translation of this knowledge into practice is lacking, which warrants the need for further training and enhancement of dental health-care workers.

Attitude of Medical and Dental Undergraduate Students Towards Learning of Communication Skills at a Medical College: A Descriptive Cross-sectional Study.

Proper physician-patient communication has shown to impact patients' satisfaction, and better health outcomes. On the contrary, negative impacts of poor communication have been attributed as one of the causes of increasing workplace violence. It is imperative to identify the attitude of the students towards communication skill learning. The aim of the study was to find out the attitude of undergraduate students towards communication skill learning using the communication skill attitude scale. This cross-sectional study was carried out from October, 2022 to July 2023 among undergraduate medical and dental students. Data was collected after obtaining the ethical approval from Institutional Review Committee (IRC number 2079/80/82) using a preformed proforma and the previously validated communication skills attitude scale questionnaire. Convenience sampling was done. The demographic details, educational characteristics, opinions regarding communication learning and median of positive and negative attitude scale scores were calculated using Statistical Package for the Social Sciences (SPSS). The total median (interquartile range) positive attitudes scale (PAS) and negative attitudes scale (NAS) scores were 52.00 (48.00-87.00) and 31.00 (28.00-34.00) respectively. The first year of undergraduates had higher PAS scores 56.00 (50.00-60.00) than final year 48.50 (44.25-55.00). The students who were in favour of CS learning during the clinical years of training had a higher PAS median score, 54.00 (49.00-58.00). The undergraduates had overall positive attitude towards CS learning but negative attitudes were also noted, with deterioration in the scores from first to final year of undergraduation, reiterating the importance of strengthening CS learning in the curriculum early-on in the study period.

A flipped classroom approach for dental undergraduate pre-clinical skills training in fixed prosthodontics

Proficiency in practical areas of pre-clinical dentistry must be demonstrated by students in a simulated environment before commencing treatments on patients. Time within simulation teaching laboratories is a finite resource, and this time pressure can lead to behaviours that are detrimental to fine motor skill development. The objective of this case study was to apply a flipped classroom approach for dental undergraduates during pre-clinical skills training to increase time for simulation. A flipped classroom method was implemented during the fixed prosthodontic (dental crown or ‘caps’) component, with lectures and instructional videos delivered in advance of practical sessions. A student evaluation questionnaire was completed by 64 of the 71 participating students (90.14%) and this was compared to the previous cohort who received the traditional didactic face-to-face demonstrations. Statistically significant improvements were identified by students in several areas. Simulation is a widespread teaching modality in healthcare education; adopting a flipped classroom approach can help educators deliver this training in a manner that enhances student development and the current case study is one such positive example in the field of undergraduate dental education. This article was published open access under a CC BY licence: https://creativecommons.org/licences/by/4.0 .

Effect of Internet Addiction on Sleep Quality and Academic Performance in Undergraduate Dental Students

Abstract Aim This study aimed to evaluate the prevalence of Internet addiction and its effect on sleep patterns and university academic performance among dental undergraduates. Methodology A total of 400 dental undergraduates were targeted in a cross-sectional setting. The students were invited to fill out a pretested questionnaire consisting of the Pittsburgh Sleep Quality Index (PSQI) and the Internet Addiction Test. Data was analyzed using the Statistical Package for Social Science (SPSS) software (version 20.0). Frequencies and percentages along with mean and standard deviation were calculated. Results A total of 274 study subjects participated in the study out of which the majority of respondents were females (N = 230; 83.9%). Seventy-six percent of the population was using the Internet for 0 to 6 hours. Excellent academic performance scores have not been reported in any of the years except the second year. The mean global PSQI score and Internet addiction score both are seen to be reducing as the year of study increases. Internet addiction is positively associated with poor PSQI scores. Conclusion The authors concluded that adequate sleep is undoubtedly the most important factor. Internet usage is a dynamic issue; the students need to manage it in a strict schedule to manage a decent total sleeping time.

Oral cancer diagnosis communication: Impact of an educational intervention using the SPIKES protocol.

This study evaluated the influence of a single educational intervention on the perception and knowledge of strategies for communicating oral cancer diagnoses. A educational intervention, 72 dentists and 41 dental undergraduates participated in the 'Maio Vermelho Project', a continuing education activity. Participants completed a 14-question online questionnaire concerning their experiences and perceptions of delivering difficult news. The educational intervention featured an interview illustrating the SPIKES protocol, broadcast on YouTube. Participants had a mean age of 40 years. A minority (21.2%) had encountered or experienced communicating an oral cancer diagnosis. Exposure to lectures on this topic during their education was uncommon (22.1%) but more prevalent among students. After the intervention, confidence in communicating a cancer diagnosis (29.2%) and addressing the patient's family (30.1%) in line with the SPIKES protocol increased. A training deficit persists in delivering cancer diagnoses, highlighting the need for educational interventions to empower students and professionals in this critical procedure. Integration of this topic into the dental undergraduate curriculum is imperative. Effectively communicating a cancer diagnosis poses challenges to healthcare professionals, impacting treatment outcomes. Implementing educational interventions ensures that professionals are well prepared to navigate this complex task, ultimately improving patient care.

A multi-faceted construct to guide geriatric dental education: Findings from a scoping review with consultation.

Older adults report unmet oral health care needs and barriers in access to care, due in part to provider attitudes and discomfort towards treating older patients. Our study asked: What is known from the literature about the use of undergraduate dentistry programmes to influence dental students' attitudes, perceptions and comfort towards treating geriatric patients? And how can interdisciplinary care facilitate the ability of dentists to work with geriatric patients? A scoping review and stakeholder consultation followed established methodological guidelines. Four databases and two grey literature sources were searched. Two researchers independently selected articles using predefined inclusion criteria. Pertinent information was inputted into an iteratively developed extraction table. NVivo 12 was used to organise the extracted data into themes. Key findings were confirmed through stakeholder consultation. Sixty-eight articles were included in the scoping review. Five key themes emerged: (1) Curricular targets; (2) Intervention components; (3) Dentist and patient factors; (4) The role of interdisciplinary care; and (5) Post-graduation insights on knowledge-seeking patterns. Stakeholder consultations involved 19 participants from Southwestern Ontario and generally confirmed our findings. Inconsistent reporting of multiple intervention dimensions constrains our ability to strengthen this knowledge. Future interventions and their reporting could be improved by adopting "willingness to treat" as an overarching, multi-faceted concept which encompasses knowledge on ageing, attitudes towards older patients, perceived competence and empathy. Stakeholder interviews complemented these findings.