Summary and Implications of the Dental Pipeline Program Evaluation

Andersen, Ronald; Davidson, Pamela L.; Atchison, Kathryn A.; Crall, James J.; Friedman, Judith‐Ann; Hewlett, Edmond R.; Thind, Amardeep

doi:10.1002/j.0022-0337.2009.73.2_suppl.tb04692.x

Cited by 15 publications

(16 citation statements)

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“…We hope the lessons learned in the USA Dental Pipeline initiative and the National Evaluation will be used to inform educational and workforce policies, delivery system and financial models, and the design and conduct of new programmes to transform dental education to improve oral health care access (54, 55).…”

Section: Implications and Conclusionmentioning

confidence: 99%

Reforming dental workforce education and practice in the USA

Davidson

Nakazono

Carreon

et al. 2011

European Journal of Dental Education

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The USA dental education programmes are facing challenges similar to those confronting countries around the globe, particularly amongst the industrialised nations. The purpose of this study was to evaluate the educational programmes of 15 USA dental schools to determine their impact on improving workforce diversity and oral health care access. The study investigates the predictors of public service plans of dental school seniors in Pipeline and non-Pipeline Program dental schools. We analysed baseline and post-intervention data collected in the American Dental Education Association (ADEA) Annual Survey of Dental School Seniors and a set of contextual variables. Public service plans (dependent variable) was predicted by four types of independent variables: intervention, contextual, community-based dental education (CBDE), and student characteristics. Findings from the study show that access to a state or federally sponsored loan repayment program was the most significant predictor of public service plans and that increasing educational debt was the most significant barrier. In the short-term we may be able to sustain the USA loan repayment programs to motivate senior dental students to provide public service to address the oral health care access crisis. However, in the long-term, a new workforce development initiative will be required to transform dental education and practice, modelled after the well-respected licensure programmes for Physician Assistants and/or Advanced Practice Registered Nurses, to expand oral health care access, particularly amongst vulnerable population subgroups, such as low-income children and families.

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Section: Implications and Conclusionmentioning

confidence: 99%

Reforming dental workforce education and practice in the USA

Davidson

Nakazono

Carreon

et al. 2011

European Journal of Dental Education

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show abstract

“…Previous studies have found that CBDE led to an increase in students' cultural competence, interprofessional experiences, and understanding of practice management, while also addressing access to care issues and being inancially beneicial to the school. [7][8][9][10] As a result of dental education's response to the call for community-based experiences, students provide a signiicant amount of oral care for diverse patient groups, [11][12][13] and they report improved comfort levels in providing care for low-income and underserved populations. 13,14 Habibian et al's study, using a pre-rotation/post-rotation survey, found that students were more comfortable caring for individuals from underserved populations after an extramural experience treating homeless patients.…”

mentioning

confidence: 99%

Dental Students' Non‐Clinical Learning During Community‐Based Experiences: A Survey of U.S. Dental Schools

Smith

Mays

2019

Journal of Dental Education

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Dental schools use community‐based dental education (CBDE) to ensure students gain experience in treating diverse and underserved patient populations. However, it is unclear to what extent schools utilize CBDE experiences to increase students' knowledge of structural factors impacting access to care. The aim of this study was to determine the level and types of non‐ clinical learning included in CBDE experiences and how that learning is being assessed across U.S. dental schools. This cross‐ sectional analysis used an 18‐item questionnaire distributed to associate deans and CBDE directors at all 66 U.S. dental schools. The questions focused on rotation structure, CBDE objectives, and didactic content for CBDE programs. Representatives from 31 schools—public (71%) and private (29%)—responded, for a 44% response rate. The primary objectives for the community‐based rotations were reported to be demonstrating cultural competence in diverse clinical settings (93.1%), addressing access to care (86.2%), and diagnosing and treating oral diseases (75.9%). Of the respondents, 73% reported that their schools supported clinical experiences with non‐clinical didactic course work, which addressed access to care (95%), professional responsibility (91%), social determinants of health (86%), the U.S. health care system (77%), health policy (73%), practice management (73%), motivational interviewing (50%), and public presentation training (32%). The results suggest that U.S. dental schools are using CBDE rotations to provide didactic content and assessing students on their knowledge of access to care, social determinants of health, interprofessional practice, and oral health policy. These important aspects of students' education provide additional evidence of the value of CBDE in dental education.

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“…Absent from the requirements are courses in dental public health (CODA, 2010). This leaves dental educators the challenge of finding innovative ways of incorporating essential concepts and skills into an already densely packed program (Andersen et al, 2009).…”

Section: Problem Statementmentioning

confidence: 99%

“…Four objectives marked the Phase I and II programs: 1) increase students' clinical time treating underserved patients; 2) reform community-based curricula, such as adding cultural competency programs; 3) increase underrepresented and low-income minority dental student recruitment and retention and, 4) influence federal and state policies to sustain the Pipeline program ("California Pipeline," 2006). By the end of funding in 2007, results indicated a significant increase in time spent during extramural clinical rotations, increased hours and types of cultural competency curricula, and a slight improvement in underrepresented minority students (Andersen et al, 2009).…”

Section: Problem Statementmentioning

confidence: 99%

“…Faculty also felt stressed about adding material to already overloaded courses. While experiential learning superseded didactic learning for improving cultural competency and communication skills, this was considered a challenge for schools with low patient diversity (Andersen et al, 2009). Integration of curricular changes was not easy for the participating schools.…”

Section: Problem Statementmentioning

confidence: 99%

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Emancipatory Pedagogy Through Serialized Heuristic Reflection

Narcisso

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This study investigated dental students' prejudicial beliefs towards underserved patient populations as an upstream constituent of provider attitudinal barriers to care. The objectives were to explore the scope and nature of prejudicial beliefs, to assess the value of critical reflection as essential preparation for patient care, and to identify insights that would inform the preclinical curriculum that, ultimately, reduce oral health disparity. The research used an integrated approach with qualitative and quantitative methods. An original serialized reflection assignment was introduced into the preclinical curriculum of 142 first year dental students to critically journal about the legitimacy of their a priori prejudicial beliefs. A purposive sample of 44 participants was obtained. Journals were analyzed for emergent themes and questionnaires for relevant context. Results indicated dental students identified a range of prejudicial beliefs and, through self-direction, experienced awareness and transformation of their beliefs. Participants agreed that reflection had personal and educational value. Insights were identified that could enhance the preclinical curriculum. This contributes to the evidence base on pedagogical strategies historically focused on post-experiential reflection. Themes that were explored include concepts defining the nature of prejudicial beliefs that could guide and inform professional practice. A need was identified to conduct grounded theory research on awareness of prejudicial beliefs as an antecedent to attitude change. v ACKNOWLEGMENTS I would like to thank my family and friends for their unwavering support by helping me stay balanced in the midst of the roller coaster ride of graduate school. Particular gratitude goes to my husband, sister, and parents who contributed as perpetual cheerleaders, sounding boards, and financial supports to make this goal reachable. The MPH program professors at SJSU deserve significant appreciation for the solid foundation upon which this thesis is based. Many lessons were learned along the way and their guidance will continue to impact my professional growth for years to come. As members of my thesis committee, Kathleen Roe, DrPH, Edward Mamary, DrPH, and Amy LaGoy, EdD deserve special recognition for their assistance in bringing this thesis to fruition. And thank you Dr. Goyal for helping me pick the right rabbit hole. This study would not be possible if not for the faculty and students of the University of the Pacific Arthur A. Dugoni School of Dentistry. Professors Christine Miller, RDH, MA, MS and Craig Seal, PhD devoted many selfless hours of their time to mentor and oversee this project. There isn't enough room to adequately thank them for this opportunity. Special acknowledgment goes to the 142 first year dental students who participated in this assignment. For all the participants, I greatly appreciate your candor, insights, and courage. It brought forth some amazing results. Most of all, I'd like to acknowledge-with the most sincere appreciation...

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Summary and Implications of the Dental Pipeline Program Evaluation

Cited by 15 publications

References 3 publications

Reforming dental workforce education and practice in the USA

Reforming dental workforce education and practice in the USA

Dental Students' Non‐Clinical Learning During Community‐Based Experiences: A Survey of U.S. Dental Schools

Emancipatory Pedagogy Through Serialized Heuristic Reflection

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