Towards Building the Oral Health Care Workforce: Who Are the New Dental Therapists?

The development of dental therapy in the U.S. grew from a desire to find a workforce solution for increasing access to oral health care. Worldwide, the research that supports the value of dental therapy is considerable. Introduction of educational programs in the U.S. drew on the experiences of programs in New Zealand, Australia, Canada, and the United Kingdom, with Alaska tribal communities introducing dental health aide therapists in 2003 and Minnesota authorizing dental therapy in 2009. Currently, two additional states have authorized dental therapy, and two additional tribal communities are pursuing the use of dental therapists. In all cases, the care provided by dental therapists is focused on communities and populations who experience oral health care disparities and have historically had difficulties in accessing care. This article examines the development and implementation of the dental therapy profession in the U.S. An in-depth look at dental therapy programs in Minnesota and the practice of dental therapy in Minnesota provides insight into the early implementation of this emerging profession. Initial results indicate that the addition of dental therapists to the oral health care team is increasing access to quality oral health care for underserved populations. As evidence of dental therapy's success continues to grow, mid-level dental workforce legislation is likely to be introduced by oral health advocates in other states. This article was written as part of the project "Advancing Dental Education in the 21 Century."

Section: Dental Therapy Educational Programsmentioning

confidence: 99%

Section: Introducing Dental Therapists In the Usmentioning

confidence: 99%

Section: Introducing Dental Therapists In the Usmentioning

confidence: 99%

“…There are two levels of dental therapy in Minnesota 8 . The licensed dental therapist, the first level, must receive a bachelor's degree.…”

Section: Introducing Dental Therapists In the Usmentioning

confidence: 99%

Section: Introducing Dental Therapists In the Usmentioning

confidence: 99%

See 3 more Smart Citations

Dental Therapists as New Oral Health Practitioners: Increasing Access for Underserved Populations

Brickle

Self

2017

Beginning the Socialization to a New Workforce Model: Dental Students’ Preliminary Knowledge of and Attitudes About the Role of the Dental Therapist

Blue

Phillips

Born

et al. 2011

Self Cite

The purpose of the study reported here was to assess first-and second-year dental students' knowledge of and attitudes about the role of the dental therapist in the oral health care delivery system. The results of this study are informing the continued development and implementation of a new dental workforce training model at the University of Minnesota. Dental students at the university (Classes of 2012 and 2013) were surveyed in 2009, with follow-up surveys planned for the subsequent five years. Multiple-choice questions and statements to be ranked using a Likert scale were used to determine what the students knew and thought about dental therapists' scope of practice, care delivery, work quality, cost-effectiveness, and role in reducing disparities in oral health care access. The results suggest that the students had generally neutral or uncertain attitudes about dental therapy, based on minimal knowledge about the role of dental therapists. In addition, we found little difference in attitudes between the two classes, the only exception being that the first-year students less often perceived the therapists as a solution to access problems. These baseline data are guiding the intraprofessional training of dental, dental hygiene, and dental therapy students toward the goal of positive socialization to a new workforce model and affirmation of the dental therapist as a member of the oral health care team.Prof. Blue is Assistant Professor and

Socialization of New Dental Therapists on Entering the Profession

Lopez

Blue

2011

Self Cite

Dental therapy is relatively new in the United States. This qualitative study examines the experiences and impressions of the inaugural class of the irst dental school-based dental therapy program in the United States. A grounded theory design using open-ended interviews and focus groups was carried out with the nine students in the class at the beginning of their program and after the fall and spring semesters of their irst year. Student responses were audiotaped, transcribed verbatim, and presented to the students for feedback and clariication. Results show that students started with an idealistic perception of dental therapy that was consistent with the speciic provision of the law creating dental therapy. The team learning approach in which dental therapy students learn alongside dental and dental hygiene students provided the social interaction that allowed them to better articulate and distinguish dental therapy from those other dental professions. In the absence of dental therapists who could serve as role models, the program director, who is perceived to be the dental therapy expert, has assumed the role of the primary socializer. Faculty members are challenged to fulill their role as role models regardless of their perception of the dental therapy model.