Reflective Learning Outcomes of Community‐Based Experiences: A Qualitative Study

Sager, Joanna; Blue, Christine M.

doi:10.21815/jde.019.061

Cited by 6 publications

(6 citation statements)

References 17 publications

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“…Didactic lectures were often included with other teaching approaches, such as experiential learning, discussion seminars, problem‐based learning, and community‐based rotations . Scenario‐ and problem‐based learning that use simulations of situations and case studies, respectively, were used to address various topics of interest .…”

Section: Resultsmentioning

confidence: 99%

“…Community‐based education and community service‐learning are examples of experiential learning that were discussed. These “hold the potential to instill awareness of others, foment curiosity, and catalyze self‐reflection, process that may subsequently foster empathy and human compassion.” Such experiences often alleviate the stress associated with the credit and requirements‐focused weight of most dental curricula, which can impact students’ educational experiences …”

Section: Resultsmentioning

confidence: 99%

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A scoping review on social justice education in current undergraduate dental curricula

Noushi

Enriquez

Esfandiari

2020

Journal of Dental Education

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Background A recent shift in educational components within healthcare has pushed dentistry toward a greater understanding of the role of social components on oral health. There has also been an increased awareness of inappropriate conduct among dental students. Study design and methods A scoping review was conducted to determine if, how, and when social‐justice‐oriented education has been incorporated into dental curricula worldwide. A systematic and reiterative search of articles was performed on February 22, 2018, and combined quantitative and qualitative synthesis of data. An updated search was done on September 26, 2019. Primary results Seventy‐three studies were evaluated: 46 quantitative (63%), 24 qualitative (33%), 3 multimethods (4%). The majority used self‐reported surveys and questionnaires (66%), while the remaining used interviews (9.5%), student reflections (16%) and focus groups (5.5%). Studies included dental students only (78%); dental students with dental hygiene students (5.5%) or faculty/staff (4.1%); dental students in year 1 (17%), year 2 (1.6%), year 3 (1.6%), year 4 (14.2%); first‐ and second‐year students (3%); third‐ and fourth‐year students (1.6%); all years of study (20%); and academic year not specified (41%). The study areas included “learning in dental school,” “experiencing dental school,” “focusing on cultural competency,” and “addressing dental ethics and social responsibility.” Principal conclusions Three major research gaps were identified: no discussion of a social contract between dentists and society, no explicit social justice‐oriented topics within undergraduate dental curricula, and no standardized tool to measure these topics. Further research is necessary to understand how such topics can be included in dental curricula to form socially competent dentists.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

A scoping review on social justice education in current undergraduate dental curricula

Noushi

Enriquez

Esfandiari

2020

Journal of Dental Education

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“…Students from all year cohorts were reported as participating in the various learning activities and course components. Clinical treatment was a notable focus of service learning and community placements 14–22 with senior, typically final‐year students performing the majority of the clinical care: The papers that involved service learning and community placements were included due to their reference to the social determinants of health. However, for many of these reports, social determinants of health appeared to be an incidental component of the students’ experience because no training activities were specifically implemented to facilitate students’ learning about SDH.…”

Section: Resultsmentioning

confidence: 99%

How are the social determinants of health being taught in dental education?

Leadbeatter

Holden

2020

Journal of Dental Education

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Introduction The social determinants of health that influence how wellness and illness are experienced within society must be a core component of dental curricula where aspiring dental professionals are taught about the aetiology and social history of dental diseases. Through this scoping review, we examine the current approaches that have been employed to incorporate the social determinants of health within dental curricula. Methods Using a scoping review methodology, we searched the databases Scopus, PubMed, and Embase using keywords relevant to the social determinants of health and dental education. Results Following screening and sorting, 36 articles were included within this review. The majority of the articles described research that evaluated outcomes of educational interventions with relevance to the social determinants of health. The remainder of the included studies discussed attitudes and readiness relative to the social determinants of health and how this core competency could be taught effectively. Conclusion The included literature revealed that the social determinants of health frequently are not the focus of educational activities in dental curricula, with students frequently having little active guidance on how they might make sense of their educational experiences in this domain. The socioeconomic, cultural, political, geographic, and structural barriers that contribute to patients being impacted by the social determinants of health should be explicitly addressed and discussed with students as a foundation element of the dental curriculum.

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“…Increased understanding of community/population issues 96,97 Increased confidence in engaging with those experiencing homelessness 87 Understand patients in their totality as social beings 50 Increased students' ability to capture relevant patients' social history 101 Increased knowledge of access to care 107 and social inequalities 39 Increased awareness of oral health disparities 43,94,102,103 Gained a greater insight into social determinants of health 43,56,107 Increased student understanding of needs of vulnerable groups and communities 39,87 Gained insight into the importance of community engagement and health promotion skills 43 Developed holistic and pragmatic views of treatment plan because of peoples' diversity 66 Increased students' understanding of the social determinants of oral health…”

Section: Professional Skills and Academic Knowledge Summarymentioning

confidence: 99%

Community‐basededucation programmes in the context of dental education: A scoping review

Elsheli,

Patrick,

Stokes

2023

Eur J Dental Education

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BackgroundCommunity education programmes are vital tools for teaching skills, such as understanding the larger cultural, economic and social determinants of health and how these factors impact people's health. It is currently unclear whether community education programmes in the field of dentistry deliver adequate value. This review aims to scope, collate and analyse globally published evidence concerning community education programmes in dentistry from inception, to gain an understanding of the intentions for these programmes and establish whether outcomes have shifted over time from the original intentions.MethodsArksey and O'Malley's framework for scoping reviews was employed to guide the reviewers. A systematic search of electronic databases and the reference lists in key papers was conducted.ResultsA systematic search concerning community education in dentistry identified a total of 140 papers for full‐text evaluations. After further exclusions, 115 articles were selected for data charting. There was a lack of clarity in the literature concerning programmes' definitions and strategies for achieving intentions. Origins, intentions and motivations of the programmes were identified. The literature largely focused on assessing students' clinical treatment skills, contradicting the programme's original idea and intentions. Only a few studies incorporated patient and community perspectives, and the majority of assessments were self‐reported, primarily by students.ConclusionsThere is broad interest in integrating community education into dental curricula to teach complex concepts, dental public health principles and to ensure professional skills development. We identified issues in the literature around programme definitions, strategies, measurement approaches and programme success requiring additional research.

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Reflective Learning Outcomes of Community‐Based Experiences: A Qualitative Study

Cited by 6 publications

References 17 publications

A scoping review on social justice education in current undergraduate dental curricula

A scoping review on social justice education in current undergraduate dental curricula

How are the social determinants of health being taught in dental education?

Community‐basededucation programmes in the context of dental education: A scoping review

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