University of Iowa College of Dentistry and Dental Clinics
Participants should be aware of the following financial/non-financial relationships: . Jennifer M. Sukalski, RDH, MS: I do not have any relevant financial / non-financial relationships with any proprietary interests.. Emily E. Starman, BA: 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.. 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.. Miriam Mayhle, n/a: I do not have any relevant financial / non-financial relationships with any proprietary interests.
Abstract: Objectives: Public health competency has been recognized as a critical component of pre-doctoral dental curriculum by Commission of Dental Accreditation standards. However, it remains unclear whether pre-doctoral curricula are adequately preparing dental health professionals to address public health issues. This study evaluated pre-doctoral Dental Public Health (DPH) curriculum among US dental schools, exploring pedagogical methodologies and student assessment. Methods: In spring of 2021, researchers requested syllabi of introductory DPH curricula from 68 US dental schools. A content analysis was performed to determine how students are taught and assessed on DPH concepts. Descriptive data, including pedagogical methods and type of assessments were collected in REDCap. A qualitative content analysis was completed in Excel to contextually evaluate syllabi. A code book was developed using 23 topics acknowledged by DPH specialists as essential for pre-doctoral DPH education. A deductive approach was employed, and emergent themes were noted. Results: A total of 34 pre-doctoral schools submitted DPH-related syllabi. Several instructional modalities were used, with 23 schools reporting the use of multiple modalities including didactic/lecture, group work, and service-learning. Innovative components were noted in 22 syllabi, including interviewing community stakeholders and participation in Lobby days, Poverty Simulations, and conferences. Many provide pre-doctoral DPH-related content in a “blended” approach, incorporating clinical rotations and clinically relevant didactic material. Clinical-based components include interprofessional education and community-based experiences. Class participation (68%) and examinations (60%) were most common forms of assessment. Conclusions: Most pre-doctoral schools present DPH-related content didactically. However, over 30% have taken innovative approaches to strengthen DPH concepts.
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