SCDA task force on a special care dentistry residency

Hicks, Jeffery L.; Vishwanat, Lakshmi; Perry, Maureen; Messura, Judith; Dee, Kristin

doi:10.1111/scd.12177

Cited by 5 publications

(3 citation statements)

References 13 publications

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“…The inclusion of experiential learning in the clinic is widely advocated by special care dentistry organizations as an essential component of academic training programmes. 29,37,38 Clinical training opportunities help overcome the lack of provider preparedness as a barrier to accessing care. 16 Student experiences with individuals with disabilities, whether in a clinical or community setting, promote a positive attitude towards patients with special healthcare needs as well as a desire to care for their oral health.…”

Section: Discussionmentioning

confidence: 99%

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Training dental hygiene students to care for patients with disabilities

Spolarich,

Gohlke,

Fallone

et al. 2023

Int J Dental Hygiene

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ObjectiveThe purpose of this study was to evaluate the impact of a novel training programme on dental hygiene students' knowledge, attitudes, and beliefs about caring for individuals with disabilities.MethodsA mixed methods approach was used. Students from five dental hygiene programmes based at community colleges completed a two‐hour didactic training session to supplement their existing special care dentistry coursework. Students completed an original 14‐item pretest and posttest before and after the training that assessed attitudes and beliefs, and two validated posttests that assessed knowledge. Afterwards, students completed a clinical rotation in an advanced care dental clinic at a local academic institution, gaining hands‐on experience with equipment and patient treatment. Descriptive statistics were used to report training scores, types of services rendered, and modifications to treatment. Student comments about their experiences were assessed using thematic analysis.ResultsTwo hundred and ninety‐four students completed didactic training, and 261 completed clinical rotations. Posttest scores indicated positive improvements in knowledge, attitudes, and beliefs. All students provided direct patient care. Sixty‐nine percent treated patients with intellectual and developmental disabilities; 75% placed silver diamine fluoride or fluoride varnish. Altered patient positioning was used by 70.5%. Most students (95.4%) reported that their experience positively changed their attitudes towards caring for patients with disabilities in the future. Eight themes emerged, notably increased comfort and confidence, a willingness and desire to treat patients, the acquisition of new skills, and clinician behaviours of empathy and compassion towards others.ConclusionTraining can help prepare dental hygiene students with the confidence and skills to address the oral health needs of individuals with disabilities.

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Section: Discussionmentioning

confidence: 99%

“…The inclusion of experiential learning in the clinic is widely advocated by special care dentistry organizations as an essential component of academic training programmes 29,37,38 . Clinical training opportunities help overcome the lack of provider preparedness as a barrier to accessing care 16 .…”

Section: Discussionmentioning

confidence: 99%

Training dental hygiene students to care for patients with disabilities

Spolarich,

Gohlke,

Fallone

et al. 2023

Int J Dental Hygiene

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show abstract

“…Along the same lines, we believe the SCDA should change its name to Geriatric and Adult Special Care Dentistry and begin to support the existing advanced training programs in geriatric dentistry and to establish coexisting programs in special care dentistry as have existed at the University of Washington and a few other sites. 29 This step may be needed if the association wants to receive minimal recognition as a special interest group in general dentistry.…”

Section: Institutions With Advanced Geriatric Dentistry Programs Thmentioning

confidence: 99%

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

Ettinger

Goettsche

Qian

2017

Journal of Dental Education

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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.

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Healthcare Transitions and Dental Care

Espinoza

2018

Health Care Transition

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SCDA task force on a special care dentistry residency

Cited by 5 publications

References 13 publications

Training dental hygiene students to care for patients with disabilities

Training dental hygiene students to care for patients with disabilities

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

Healthcare Transitions and Dental Care

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