Oral health disparities are pervasive. Interprofessional education and collaborative practice experiences may be a means to address this problem in oral healthcare settings. This project aimed to determine: (1) barriers involved in patients’ access to oral health care at an academic dental school clinic, (2) dental students’ perceived ability to address patients’ needs and/or care barriers, (3) the ability of current clinical operations’ to address access to care issues, and (4) the potential role of a licensed health care social worker integrated into the clinic. Investigators conducted three focus groups –one student group (n=5), one clinical staff group (n=7), and one clinical faculty group (n=5). Further, investigators administered two needs assessment surveys in the dental school – one with students, staff, and faculty (n=144) and the second with the school’s dental patients (n=150). Investigators employed descriptive and inferential statistical analyses to evaluate the survey data. Five principal barriers to oral health care for dental patients were identified from focus group and survey data, inclusive of patients, students, staff and faculty perspectives: (1) lack of financial means, (2) lack of/inadequate insurance, (3) limited/no transportation, (4) general health problems, and (5) language barriers. More female patients (38.7%) than male patients (8.1%) reported financial barriers to accessing oral care. Including licensed social workers in an academic dental clinic may help address patient barriers to care and support interprofessional collaborative practice.

Electronic portfolios are being used in many disciplines to demonstrate student- and program-level competence. This article presents a case study of a BSW program that implemented an e-portfolio project in the multiple contexts of developing pedagogy to meet the needs of millennial students, emphasizing evidence-based practice, and preparing for reaffirmation under the new Educational Policy and Accreditation Standards of competency-based education. Information about the basic structure, response rates, and assessment data are presented. Qualitative data were collected and analyzed from students and faculty liaisons. Product dimensions of the e-portfolio were identified as well as the learning processes that may be facilitated, including critical thinking, reflection, metacognition, and self-directed and collaborative learning. Challenges were also identified. Although preliminary findings are promising, additional research is necessary to determine the benefits of the e-portfolio as a tool for social work education in the 21st century.