University of Iowa College of Dentistry and Dental Clinics
Participants should be aware of the following financial/non-financial relationships: . Emily E. Starman, BA: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Jennifer M. Sukalski, RDH, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Susan C. McKernan, DMD, MS, PhD: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Miriam Mayhle, n/a: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Anh Dang, n/a: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Haley A. Holland, BA: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Abstract: Objective: CODA Standards and AAPHD-suggested competencies for dental public health (DPH) have been developed to guide predoctoral course curriculum. However, it is not clear how these competencies are being taught and if the existing instruction is adequate to prepare future dentists to address the dental public health issues and oral health disparities of today. The objective of this study was to analyze how and to what extent predoctoral course content satisfy DPH competencies. Methods: Predoctoral DPH course syllabi were requested from dental school faculty and administrators and collected via email. We analyzed the first course in each school’s curriculum. Descriptive data extraction was completed using REDcap. We performed qualitative content analysis of lecture titles, course learning objectives, and competencies. Course content was mapped to CODA Standards and DPH competencies. Results: We received syllabi from 34 of 66 dental schools. Approximately one-third (n=11) of schools included specific competencies from Standard 2. Most courses (n=30) provided classroom didactic instruction; 5 schools incorporated online modules. Each of the 23 dental public health topics identified by experts within the AAPHD was covered by at least one school. The most common topics included: Social and health-care systems (access to care) (79% of syllabi) and Principles of DPH (79%). Less frequently covered topics included: Motivational Interviewing (9%), Lifelong Learning (12%), and Service Learning (15%). Conclusions: Dental students learn DPH content by a variety of methods and course structures. Specific dental public health topics related to CODA competencies are addressed more often in course curricula.
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