Developing a flexible core <scp>D</scp>ental <scp>P</scp>ublic <scp>H</scp>ealth curriculum for predoctoral dental and dental hygiene schools

Atchison, Kathryn A.; Mascarenhas, Ana Karina; Bhoopathi, Vinodh

doi:10.1111/jphd.12130

Cited by 10 publications

(26 citation statements)

References 12 publications

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“…7 Our study found almost double the respondents (44%) had received some form of advocacy training at either the predoctoral or postdoctoral level, which is a very encouraging trend. 15 Our study found that those pediatric dentists who perceived a current need for advocacy training were less likely to have received training during their dental education years. Therefore, we rejected our hypothesis and concluded that there is a positive association between current willingness to advocate for CWF and prior advocacy training during dental education.…”

Section: Discussionmentioning

confidence: 60%

“…8 In a recent study that developed competencies for predoctoral dental and dental hygiene programs, the authors concluded that advocacy is one of the important topics that can be integrated into predoctoral dental curricula to train general dentists to become better oral health advocates. 15 Our study found that those pediatric dentists who perceived a current need for advocacy training were less likely to have received training during their dental education years. This finding suggests that those perceiving a current need for advocacy training might not feel this way had they received training during their dental education.…”

Section: Discussionmentioning

confidence: 60%

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Effect of Advocacy Training During Dental Education on Pediatric Dentists’ Interest in Advocating for Community Water Fluoridation

Vishnevetsky

Mirman

Bhoopathi

2018

Journal of Dental Education

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Dentists, like other health professionals, are uniquely positioned to be public health advocates. One venue where dental students can become skilled public health advocates is in dental education programs. However, debates about the need and importance of integrating advocacy training into dental curricula exist. Therefore, the aim of this study was to assess the association between pediatric dentists' interest in and willingness to participate in an advocacy-related activity and their prior training in advocacy during dental education. The advocacy activity used in the study related to community water fluoridation (CWF). A 22-item pilot-tested online survey was sent in February-May 2016 to 5,394 pediatric dentists who were members of the American Academy of Pediatric Dentistry. The final response rate was 16% (n=830). Most (77%) of the respondents were willing to advocate for CWF initiatives at the community and/or state levels. Only 44% of the respondents reported receiving training in advocacy during their predoctoral dental and/or pediatric dental residency education. The pediatric dentists who were willing to advocate for CWF initiatives had 2.7 times (95% CI: 1.63-4.39, p<0.0001) the odds of having received advocacy training during their dental education compared to those who were unwilling. These results suggest a positive association between the pediatric dentists' willingness to advocate for CWF and their prior advocacy training during dental education. This finding provides support for the Commission on Dental Accreditation's requirement for pediatric dental residency programs to train residents in advocacy. Because dentists are respected leaders in their community, the study results also support the integration of advocacy training into predoctoral dental curricula.

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Section: Discussionmentioning

confidence: 60%

Section: Discussionmentioning

confidence: 60%

Effect of Advocacy Training During Dental Education on Pediatric Dentists’ Interest in Advocating for Community Water Fluoridation

Vishnevetsky

Mirman

Bhoopathi

2018

Journal of Dental Education

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“…Table reports the 23 DPH topics identified in the curriculum development phase on which AAPHD members were asked to review or pilot test. Responses from the 89 respondents indicated that members’ interest in pilot testing each of the specific topics ranged from 8 to 47 percent, depending on the topic.…”

Section: Resultsmentioning

confidence: 99%

“…Using the Survey Monkey online portal, between April and May 2013, the survey was distributed to the AAPHD membership who had a working email in their association membership information. Members were asked: a) about their willingness to review and/or pilot test the developed DPH curriculum, and if willing, then b) on which of the 23 DPH topic(s) identified in early stages of the project were they willing to review and/or pilot test.…”

Section: Methodsmentioning

confidence: 99%

“…One of the primary aims of the American Association of Public Health Dentistry's (AAPHD) Dental Public Health (DPH) Competency and Curriculum project (Project) funded by the Health Resources and Services Administration (HRSA) was to develop a core DPH curriculum that would be appropriate for use in training entry‐level students at dental and dental hygiene programs in the United States. After developing the predoctoral DPH competencies and a model core curriculum in DPH , we engaged in a pilot testing process to refine the curriculum.…”

Section: Introductionmentioning

confidence: 99%

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Pilot testing a predoctoral dental public health curriculum: reporting process and outcomes

Bhoopathi

Atchison

2015

J Public Health Dent

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Objectives: The purpose of this study was to pilot test the predoctoral dental public health (DPH) curriculum developed by the American Association of Public Health Dentistry (AAPHD) in various US dental schools and dental hygiene programs. Methods: Following the Lewy's theoretical framework, we used all three curriculum tryout methods (laboratory tryout, pilot tryout, and field tryout) for the pilot testing process. Open-ended questions on the structure, presentation, and content of the curriculum were sent to faculty pilot testing the DPH curriculum to obtain critical feedback and comments. Results: Between Summer 2013 and Spring 2015, the curriculum was pilot tested in nine dental schools and seven dental hygiene programs with over 1,300 students. The majority of the comments from the faculty were favorable. Positive comments about the structure of the curriculum focused on the well-organized nature of the curriculum, the value of the instructor guide and speaker notes, rubrics, and the flow of the presentations. In terms of the content, faculty commented on the wide range of public health issues covered and the clarity of course and lecture objectives. Negative comments dealt with the level of detail, some confusing assignments, and outdated data. Problems identified in pilot testing were corrected in the final DPH curriculum. Conclusions:The curriculum was successfully utilized in varied formats and well received. Through AAPHD, this standardized DPH core curriculum is now available for widespread use at dental schools and dental hygiene programs.

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Introducing legislative advocacy into the dental school curriculum: A mixed‐methods evaluation

Meyer

Fearnow

Wolcott

2020

Journal of Dental Education

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The aim of this project was to evaluate a legislative advocacy exercise in pediatric dentistry at 1 North American dental school. A mixed‐methods approach was employed using focus groups and questionnaires. All third‐year dental students (n = 84) participated in an exercise as part of the pediatric dentistry course. Participation in the program evaluation was voluntary. Questionnaires were administered to assess students’ advocacy beliefs, behaviors, self‐efficacy, and knowledge 1 week before and 1 week after the exercise. Six months later, a focus group with questionnaire non‐respondents (n = 9) was conducted to explore participants’ attitudes and beliefs about oral health advocacy within the dental school curriculum. The focus group followed a semi‐structured guide, and transcripts were analyzed using thematic content analysis. Questionnaires were returned from 27 students before (33% response rate) and 23 students (28% response rate) following the advocacy exercise. Students’ advocacy beliefs, behaviors, and knowledge showed no change, whereas self‐efficacy improved following the advocacy exercise. Students enjoyed the advocacy exercise and viewed it as a positive addition to the curriculum; however, they requested more exposure to advocacy across the curriculum. Students described the power of their collective voice rather than a single person as a major driver of policy change. These findings suggest that curricular changes should incorporate experiential advocacy activities more frequently to help students learn about and gain advocacy skills.

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Developing a flexible core Dental Public Health curriculum for predoctoral dental and dental hygiene schools

Cited by 10 publications

References 12 publications

Effect of Advocacy Training During Dental Education on Pediatric Dentists’ Interest in Advocating for Community Water Fluoridation

Effect of Advocacy Training During Dental Education on Pediatric Dentists’ Interest in Advocating for Community Water Fluoridation

Pilot testing a predoctoral dental public health curriculum: reporting process and outcomes

Introducing legislative advocacy into the dental school curriculum: A mixed‐methods evaluation

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