Geriatric Dental Education Research Articles

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.

Addressing the curriculum gap: geriatric dentistry education in Pakistan

Addressing the curriculum gap: geriatric dentistry education in Pakistan

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.

Factors associated with predoctoral and graduate dental students' intention to care for elderly patients: A cross-sectional study.

Ageism among pre-doctoral and graduate dental students may reduce their propensity to provide dental treatment to elderly patients leading to substandard healthcare for this population. This study evaluated the impact of perceived ageism constructs and geriatric dentistry education on the intention of pre-doctoral and graduate students to provide dental care for elderly patients. A questionnaire was applied to collect the data for this cross-sectional study from pre-doctoral students in their clinical years and graduate students in their internship year (N=201). A total of 183 completed responses were received, and the response rate was 91%. Hierarchical regression analysis was performed to determine the incremental effects of perceived ageism constructs and geriatric dentistry education on the intention to provide dental care for elderly patients. Geriatric dental education (B=0.328, t=3.826, p<0.001) and patients' low compliance (B=0.503, t=4.658, p<0.001) were significantly positive predictors of pre-doctoral and graduate students' intentions to care for elderly patients. Also, negative attitudes toward the lives of elderly people have a substantial adverse effect on the intention of care for this population (B=-0.225, t=-2.206, p=0.029). Cronbach's alpha for the scale constructs ranged from 0.738 to 0.886. Advanced geriatric training may cultivate pre-doctoral and graduate students' deeper understanding and recognition of the intellectual and practical benefits that might arise from offering dentalcare to elderly people.

Current status of geriatric dentistry education in selected dental schools in Latin America and the Caribbean.

Latin American and Carribean (LAC) are currently experiencing a rapid aging of their population, coupled with a significant burden of oral diseases. Despites this, there is a scarcity of evidence regarding the manner in wich geriatric dentistry is being taught in dental schools across LAC. So, the objective of this study is to investigate the current status of geriatric dentistry education at undergraduate and postgraduate levels in selected LAC dental schools. An electronic questionnaire was developed and emailed to all 539 dental schools in 19 LAC countries. The questionnaire recorded activity levels, contents and methodology of geriatric dentistry education as part of dental degree programmes. Reminders by email and telephone calls were used to encourage non-responders to complete the questionnaire. In total, 317 schools from 17 countries responded to the questionnaire (response rate: 58.8%). Geriatric dentistry was taught in 54.6% of the schools at the undergraduate level and in 6.9% at the postgraduate level. Thirty two percent of the schools had a programme director trained in geriatric dentistry. Geriatric dentistry was taught as an independent course in 14.5% of the schools. Dry mouth, periodontal disease, denture-related conditions and prosthodontic management, oral mucosal disease and age-related changes of the orofacial complex were the most frequently covered topics. Clinical teaching of geriatric dentistry was reported by 26.5% of the schools, with 38.0% providing clinical training in outreach facilities. Geriatric dentistry education remains incipient in LAC, with only one in every four dental school offering it as a standalone course. There is an urgent need to further develop geriatric dentistry education in the continent, including further research to develop a minimum geriatric dentistry curriculum.

Postgraduate dental resident education: A pilot in age-friendly "mentation" training.

Postdoctoral dental education in caring for older adults lacks didactic and clinical training in mentation topics, one of the core elements of the Age-Friendly Health Systems (AFHS) framework. Our primary goal was to launch a pilot project in clinical geriatrics focusing on older adults' mentation concerns, with a secondary goal to improve dental residents' confidence and competence in dental care and oral health. Age-friendly care elements are not routinely incorporated into the dental education of residents caring for older adults with cognitive impairment or dementia. Therefore, we implemented a pilot educational project, providing the missing educational opportunity for residents in geriatric training covering cognitive impairment and focusing on Alzheimer's disease and related dementias. We designed educational sessions through a needs assessment, focus group discussions, and expert validation. We developed three e-Learning modules covering mentation concerns and dementia screening. We tested the modules in a pilot study of 15 dental postdoctoral residents as an essential part of their clinical practice. The dementia dental learning module increased the residents' satisfaction with didactic preparedness (4.45 0.97) and knowledge acquisition (4.36 0.84). Residents strongly believed that learning about the AFHS-mentation topic would improve patient care. Our pilot study is a pioneer project in support of a new AFHS-themed dental curriculum for clinical education. Further expansion of the age-friendly principles to include mobility, medications, and what matters to older adults will establish a model framework of redesigned geriatric dental education for academic centers.

The teaching of geriatric dentistry in South Korean dental schools.

The purpose of this study was to investigate the curriculum of geriatric dentistry for undergraduates in Korean dental schools. For development purposes, it was necessary to compare geriatric dentistry education programmes in South Korea to programmes in the United States and Europe. The most recent curriculum and related information on geriatric dentistry at the undergraduate level in all 11 dental schools in South Korea were collected by both official letter and e-mail. A symposium for gathering expert opinions to improve geriatric dentistry education in South Korea was also held. The collected data were analysed, and the expert opinions at the symposium were summarised. Six of 11 schools had a didactic course as compulsory and three schools as elective. The course was usually conducted as a form of integrated lectures, and the level of standardisation of lecture content was very low. There were no topics for older people who cannot access dental clinics due to functional frailty or disability. No dental school-affiliated hospitals had an independent department for geriatric dentistry. No schools provided clinical teaching for geriatric dentistry. There were no outreach programmes for geriatric dentistry. The educational curriculum for geriatric dentistry in South Korea was insufficient to cope with social and demographic changes. Curriculum content should include clinical practice education and needs to be focused on frail and dependent older adult patients. An essential educational curriculum and core competency for geriatric dentistry should be prepared.

Geriatric Dental Management and Education Due to the Covid-19 Crisis; Challenges and Solutions

Objectives: Physical and mental disabilities, the existence of financial restrictions, insufficient familial support, transportation problems, and confined access to dental services can have harmful effects on the oral health and overall quality of life of the elderly. Moreover, the incidence of the Covid-19 epidemic has created an additional concern in providing appropriate dental care. Therefore, in this article, geriatric dental education and management due to the Covid-19 pandemic in both developing and developed countries are precisely discussed and compared. Methods: A complete query was carried out on PubMed, PubMed Central, Medline, EBSCO, Google Scholar, and Embase databases, and the studies published during 2010-2022 were collected using the keywords "Geriatric Dentistry," "Covid-19," "Education," "Artificial Intelligence," and "Mobile Dentistry." Ultimately, 41 relevant articles and 2 textbooks were selected and evaluated. Results: The existing crisis can be properly managed by preparing an accurate curriculum emphasizing practical preventive care and effective communication skills, holding domestic or international conferences for dental students, organizing mandatory practical dental courses in nursing homes, and evolving new theories including artificial intelligence and mobile dentistry. Conclusion: It is essential to have a multidisciplinary approach including dentistry, medicine, education, engineering, and legislation to achieve the best treatment plan for the elderly

Clinical, Radiographic, and Histopathologic Evaluation of Multiple, Non-Syndromic Hyperplastic Dental Follicles: A Unique Pediatric Case Report

Objectives: Physical and mental disabilities, the existence of financial restrictions, insufficient familial support, transportation problems, and confined access to dental services can have harmful effects on the oral health and overall quality of life of the elderly. Moreover, the incidence of the Covid-19 epidemic has created an additional concern in providing appropriate dental care. Therefore, in this article, geriatric dental education and management due to the Covid-19 pandemic in both developing and developed countries are precisely discussed and compared. Methods: A complete query was carried out on PubMed, PubMed Central, Medline, EBSCO, Google Scholar, and Embase databases, and the studies published during 2010-2022 were collected using the keywords "Geriatric Dentistry," "Covid-19," "Education," "Artificial Intelligence," and "Mobile Dentistry." Ultimately, 41 relevant articles and 2 textbooks were selected and evaluated. Results: The existing crisis can be properly managed by preparing an accurate curriculum emphasizing practical preventive care and effective communication skills, holding domestic or international conferences for dental students, organizing mandatory practical dental courses in nursing homes, and evolving new theories including artificial intelligence and mobile dentistry. Conclusion: It is essential to have a multidisciplinary approach including dentistry, medicine, education, engineering, and legislation to achieve the best treatment plan for the elderly.

Arabian undergraduates perceptions regarding barriers among the geriatric patients for failing to keep dental appointments: A cross-sectional study

Abstract:&#x0D; Background: Regular visits to the health care providers can develop a relationship that can extend beyond the physical health alone as the patient is transiting towards older age, adapting to changes in physical health, emotional health, and social connections. Apart from limiting access to health care services, the attitudes, beliefs, comfort level of the treating doctors towards the geriatric patients can motivate or demotivate them to access dental care.&#x0D; Aims: To explore the Saudi Arabian undergraduate student’s perception of geriatric patients' and identify potential barriers that prevent the utilization of their dental appointment.&#x0D; Methods: A close-ended questionnaire with one question and eight reasons was administered to the 5th year clinical students. The students were requested to specify their agreement with each question on 5 points Likert scale. Among the barriers presented, each reason's approval was expressed as the percentage of the total number of responses. In addition, the gender comparison of mean scores was made, and an independent sample t-test was used to analyze the statements agreed by the students. All analyses were performed using SPSS (Statistical Package of Social Sciences) version 21.0 (IBM, USA) with the probability of statistical significance at 0.05 level.&#x0D; Results: Fifty-one students recorded their perceptions on the questionnaire administered during their clinical posting in the fifth year of the geriatric dental education program. It was concluded that students believed that geriatric patients give overwhelming importance to other problems with minor importance to oral health care. In addition, gender comparison was more evident as the percentage expressed was more in females.&#x0D; Conclusion: There is a need for more clinical exposure of geriatric patients during their clinical postings. Student’s acquaintance with didactic and clinical settings appears to be a critical element towards positive knowledge and attitude towards the geriatric population.&#x0D; Keywords: Geriatric dentistry, perception about geriatric, dental students, geriatric patients&#x0D;

Knowledge, attitude and practice of dentists toward providing care to the geriatric patients

BackgroundTooth loss, systemic diseases and medications add to the complexity of the oral conditions in geriatric popuation, making this age group a special group in need of specific preventive and curative oral health care. Therefore, the dental teams need to be equipped with specific knowledge and skills to provide the appropriate dental care. This study was iaimed to assess the knowledge, attitude, practice and willingness of general dentists to provide dental care to geriatric patients.MethodsThis cross-sectional study was conducted on 231 dentists using a questionnaire including demographic characteristics, knowledge, attitude and practice sections. The availability of the facilities for providing services to the older people in the office was also evaluated. Data were fed into SPSS-22 and analysed using descriptive statistics, t-test, Chi-squared, ANOVA and correlation coefficient tests (α = 0.05).Results62.8% of the participants were women and their mean age was 34. 4±8. 1 years. The knowledge mean score was 13.3± 2.9 (out of 30). 86. 5% of the participants had moderate knowledge, and 2.6% displayed good knowledge. The mean score related to the attitudes toward geriatric was 55.8 ± 6. 1 (out of 85), which was not significantly different based on gender. The mean score of practice was 21. 4± 4.3. There was a significantly positive correlation between knowledge and attitude. Dentists with a higher knowledge score had moderately a more positive attitude towards the older people (R = 0.33, p_ value < 0.001). However, over 60% preferred to provide care to the young patients. Significant correlation was observed between their practice and attitude (R = 0. 2, P-value = 0.006). Nearly 30% of the dentists found their knowledge and experience insufficient in treating the older people with complex medical problems. 40% believed that the current dental education in dental schools did not provide adequate training in geriatric dental care.ConclusionAlthough the dentists in this study had average knowledge and capacity, they mostly displayed a positive attitude towards the old. A high percentage of them were unsatisfied with the sufficiency of geriatric dental education in dental schools.

Gerodontology in the dental school curriculum: A scoping review.

To explore the current status of gerodontology in the undergraduate dental curriculum. Internationally, there is recognition for the need to include gerodontology in dental education due to accelerating numbers of older dentate people. There is wide variation in the content and method of delivery of gerodontology in undergraduate curricula of dental schools. A scoping review framework was chosen to identify existing gaps and key concepts in the research on current undergraduate gerodontology education. Arksey and O'Malley's framework was used with the qualitative data analysis software NVivo to identify comparable information on geriatric dental education. Five themes were highlighted in the studies including (1) gerodontology curriculum content, (2) attitudes, skills and knowledge of undergraduate dental students, (3) didactic teaching, (4) elective and compulsory teaching, and (5) extra-mural learning. The review found large variations in methodologies, presentation of data and findings. All studies emphasised a need for greater inclusion of gerodontology content in the undergraduate dental curriculum. The review found limited research reporting on the educational outcomes of gerodontology in dental curricula with a lack of comprehensive information to inform gerodontology content in dental schools. This review has highlighted the need for national and international guidelines to ensure mandatory inclusion of sufficient and specific gerodontology training to prepare graduates for a growing dentate frail and care-dependent population.

Arabian undergraduates perceptions regarding barriers among the geriatric patients for failing to keep dental appointments: A cross-sectional study.

Regular visits to the health care providers can develop a relationship that can extend beyond the physical health alone as the patient is transiting towards older age, adapting to changes in physical health, emotional health, and social connections. Apart from limiting access to health care services, the attitudes, beliefs, comfort level of the treating doctors towards the geriatric patients can motivate or demotivate them to access dental care. To explore the Saudi Arabian undergraduate students perception of geriatric patients and identify potential barriers that prevent the utilization of their dental appointment. A close-ended questionnaire with one question and eight reasons was administered to the fifth year clinical students. The students were requested to specify their agreement with each question on a 5-point Likert scale. Among the barriers presented, each reason's approval was expressed as the percentage of the total number of responses. In addition, the gender comparison of mean scores was made, and an independent sample t-test was used to analyze the statements agreed by the students. All analyses were performed using Statistical Package of Social Sciences (SPSS) version 21.0 (IBM, USA) with the probability of statistical significance at 0.05 level. Fifty-one students recorded their perceptions on the questionnaire administered during their clinical posting in the fifth year of the geriatric dental education program. It was concluded that students believed that geriatric patients give overwhelming importance to other problems with minor importance to oral health care. In addition, gender comparison was more evident as the percentage expressed was more in females. There is a need for more clinical exposure of geriatric patients during their clinical postings. Student's acquaintance with didactic and clinical settings appears to be a critical element towards positive knowledge and attitude towards the geriatric population.

The Need for Geriatric Dental Education in Nigeria

Background: The elderly population of Nigeria has grown dramatically since the beginning of the twentieth century indicating the need for an increased geriatric care.Objective: To evaluate the status and need for geriatric dental education in Nigeria.Materials and Methods: A search of reports in libraries of Universities that offer Bachelor of Dental Surgery programme and websites of relevant educational agencies and institutions such as the Nigerian University Commission and the Medical and Dental Council of Nigeria on dental education in Nigeria focusing on geriatric dental education was undertaken.Results: There are nine universities that offer Bachelor of Dental Surgery in Nigeria; eight are owned by the federal government and one owned by the state government. Of the nine Faculties of Dentistry, four were established over 40 years ago producing about 160 dental graduates every year. The other five Faculties of Dentistry were established about 15 years ago producing about 100 dental graduates every year. At postgraduate level, there are ten recognized specialties in Dentistry and approximately 12 accredited health institutions offer about 80 places for specialist training every year. The specialist training is regulated by both the National Postgraduate Medical College of Nigeria and West African College of Surgeons and a Fellowship is awarded by these colleges to about 15 specialists every year. There are only two universities that offer postgraduate academic Masters programmes comprising Masters in dental public health and Master in dental sciences. Only one dental school has an undergraduate curriculum that has geriatric dentistry. At postgraduate level, geriatric dentistry was not developed as a separate and independent specialty. Undergraduate dental education is monitored by both the Medical and Dental Council of Nigeria and the National University Commission.Conclusion: It is recommended that geriatric dentistry should be included in the curriculum of undergraduate dental students and should be well structured in postgraduate specialists' curriculum. Postgraduate diploma and degree programmes in geriatric dentistry should be established to address the needs of the vast elderly population in Nigeria.&#x0D;

Geriatric Dentistry Curriculum in Six Continents.

The purpose of this study was to examine the presence of geriatric dentistry (GD) in the curricula of worldwide dental schools, and to identify and compare their curriculum content. Eighty-three dental schools (16.4% response rate), from 24 countries, in six continents, completed a 25-item online questionnaire, to assess their GD curriculum, and were included in the study. GD was a mandatory course in 56 dental schools (67.5%), an independent subject in 14 schools (16.9%), and was taught as a series of lectures in 31 schools (37.4%). Clinically, 56 dental schools (67.5%) had some form of mandatory education in GD. The type of school, location and method of presentation were not associated with greater interest in expanding their curriculum in GD (p = 0.256, p = 0.276, and p = 0.919, respectively, using the Chi-square test). We found GD is a curriculum requirement in most of the surveyed dental schools and is becoming more common among dental school curricula. This survey is the first study to present data from dental schools from all continents, using a web-based survey which is a resourceful, less-expensive tool to gather data.

Status of geriatric education and meeting the standards of facilities in dental schools.

CONTEXT:Information, specific tendencies, and skills are needed to provide oral care for the elderly population, and these skills should be learned in dental schools.AIMS:The aim of the study was to assess the status of geriatric dentistry education and meeting the standards of facilities in dental schools in Iran.SETTINGS AND DESIGN:In this cross-sectional study, sampling was done by census method, and all the 18 dental schools with a history of ≥6 years of establishment were selected.MATERIALS AND METHODS:A checklist was prepared in two sections, including geriatric dentistry education (existence of specific education module, considered time, specific department, specific faculty members, continuing courses for dentists, relationship with geriatric nursing houses, referral system, and specific clinics) and facilities and was distributed among dental schools. The collected data were input into SPSS (Version 20.0. Armonk, NY: IBM Corp) and analyzed descriptively.RESULTS:After a regular follow-up, 11 dental schools returned the completed checklists. Eight (72%) of them had specific geriatric dentistry education module. Only one (9%) had specific faculty member, continuing educational course, mobile clinic, and regular connection with geriatric nursing houses. None of the dental schools had specific department, specific clinic for delivering care, and a referral system from hospitals to the schools. There were no dental schools with a special transportation system for the elderly and the staff to accompany the patients without attendants.CONCLUSION:The status of geriatric dental education in Iran seems not adequate. Furthermore, dental schools are not equipped with necessary facilities for delivering care to the elderly.

Geriatric dentistry education and context in a selection of countries in 5 continents.

To summarize and discuss how geriatric dentistry has been addressed in dental schools of different countries regarding to (1) teaching students at the predoctoral level; (2) advanced training, and (3) research. A convenience sample of faculty members from a selection of high, upper-middle and lower-middle income countries were recruited to complete the survey. The survey had 5 open-ended main topics, and asked about (1) the size of their elderly population, (2) general information about dental education; (3) the number of dental schools teaching geriatric dentistry, and their teaching methods; (4) advanced training in geriatric dentistry; (5) scholarship/research in geriatric dentistry. (1) There is great variation in the size of elderly population; (2) duration of training and content of dental education curriculum varies; (3) geriatric dentistry has not been established as a standalone course in dental schools in the majority of the countries, (4) most countries, with the exception of Japan, lack adequate number of dentists trained in geriatric dentistry as well as training programs, and (5) geriatric dentistry-related research has increased in recent years in scope and content, although the majority of these papers are not in English.

Geriatric dentistry teaching and the curricular guidelines in dental schools in South American countries

Abstract Objective: to analyze the teaching of geriatric dentistry from the perspective of the National Curricular Guidelines (NCG) for undergraduate courses in dentistry in South American countries. Method: an exploratory and descriptive study with a qualitative approach was carried out, covering the dental schools of public universities in five South American countries which included a geriatric dentistry module in their curriculums. Twenty intentionally selected participants were included. Semi-structured open interviews were recorded using digital media and the content was analyzed using the Thematic Analysis technique with Atlas-Ti® software, based on the current NCG in each country. Results: the NCG evaluated in the five countries were similar in terms of the norms that guide the education of the dental surgeon. Three categories of analysis were identified: professional profile, skill development and the geriatric dentistry teaching-learning process for the undergraduate student. Conclusions: dentistry teaching has sought to connect with the NCG. However, the simple insertion of a geriatric dentistry module in the curriculum is not sufficient to promote a teaching-learning process that allows the student to develop skills to provide better care for the elderly.

Curriculum content in geriatric dentistry in USA dental schools.

The aim of this study was to re-examine the teaching of geriatric dentistry in the USA dental schools, to identify curriculum content and compare the findings to previous reports. All dental schools in the United States were contacted via email with a questionnaire to assess the teaching of geriatric dentistry. Non-responding schools were sent a minimum of three reminder emails to complete the survey. A statistical analysis was performed. Descriptive statistics were conducted to profile the variables of interest. Bivariate analysis was performed to explore if any of the variables were related using Fisher's exact test, non-parametric Wilcoxon rank-sum test and the Kruskal-Wallis test. Fifty-six of the 67 dental schools completed the questionnaire. Geriatric dentistry was taught in all dental schools; for 92.8%, the course was compulsory. We found that 62.5% were teaching it as an independent course, 25% as an organised series of lectures and 8.9% as occasional lectures in parts of other courses. Clinically, 84.2% have some form of compulsory education in geriatric dentistry. Public schools were marginally associated with an increased interest in expanding the geriatric dentistry curriculum (P=.078). No differences were found between these variables and school location. Geriatric dentistry is now required in 92.8% of dental schools. The teaching of traditional topics has not changed much; however, the number of gerontological topics has increased. Clinical teaching needs to be expanded, as in only 57.1% of schools was it a requirement. The ageing imperative will require research to determine the impact of teaching on services to the geriatric community.

Postdoctoral Teaching of Geriatric Dentistry in U.S. Dental Schools.

The aim of this study was to determine the number and size of postdoctoral teaching programs in geriatric dentistry in U.S. dental schools and other health professions educational institutions and those programs with Health Resources and Services Administration (HRSA) funding. In 2015, all 67 U.S. dental schools were contacted via email with a questionnaire to ask if they had a postdoctoral program in geriatric dentistry; if they did, they were asked to report the length and size of the program. Directors of all 16 HRSA-funded geriatric fellowships were also invited to participate in the survey. Fifty-six of the 67 (83.6%) dental schools and 15 of the 16 (93.8%) HRSA-funded programs completed the questionnaire. Postdoctoral geriatric dentistry programs were reported in 12 dental schools and six medical institutions, although only six programs were currently accepting fellows. The length of the programs was 12-36 months. The maximum number of residents in any program was ten. The oldest program was in Minnesota; it began in 1981. The newest program was beginning in 2017 at Boston University as a revised version of its previous HRSA-funded program. The loss of HRSA funding has had a major negative impact on the number of training programs. Future research is needed to determine how the loss of HRSA-funded programs has affected the availability of educators in geriatric dentistry for dental schools and the services provided to the geriatric community.