Dental schools are challenged to develop new learning methodologies and experiences to better prepare future dental practitioners. The purpose of this study was to gain insight into the community-based experiences of dental students as documented in their critical incident essays and explore what learning outcomes and benefits students reported. Following two required community-based clinical rotations, each student wrote a reflection essay on a self-defined critical incident that occurred during the rotations. Rotations took place in settings such as a public health clinic, special needs facility, hospital, or correctional institution. Essays for two classes of students were content-analyzed for recurring themes and categories. Students were confronted in their rotations with a wide range of situations not typically encountered in dental academic settings. Their essays showed that, as a result of these rotations, students developed increased self-awareness, empathy, communications skills, and selfconfidence. Critical incidents challenged assumptions and stereotypes, enhanced awareness of the complexities of dental care, and raised complex ethical dilemmas. The essays also illustrated a heightened sense of professional identity and enabled students to appreciate the role dentistry can play in impacting patients' lives. We concluded from the study that community-based dental education that includes a process for reflection holds promise as an educational strategy to facilitate the personal and professional development of future dentists.

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