(PO-207) Dental Faculty Perceptions Towards Value-based Care

Author: Caroline McLeod, R.D.H, .M.S. – Value--based Care Solutions Manager, CareQuest Institute for Oral Health
Author: Tamanna Tiwari, M.P.H., M.D.S., B.D.S. – Assistant Professor, Department of Community Dentistry & Population Health, DDS/MPH Program Director, University of Colorado School of Dental Medicine
Author: Elizabeth C. Kornegay, M.S., R.D.H. – Assistant Professor, University of North Carolina at Chapel Hill Adams School of Dentistry
Submitter: Caroline McLeod, R.D.H, .M.S. – Value--based Care Solutions Manager, CareQuest Institute for Oral Health

Objectives: The objective of this study was to explore faculty perceptions on value-based care and implementing oral health value-based care (OHVBC) didactic and clinical teaching using a qualitative approach.

Methods: This project was a collaborative effort between CareQuest Institute for Oral Health and the UNC Adams School of Dentistry as they worked to introduce OHVBC to faculty. Following a faculty development session on OHVBC, faculty were invited to participate in interviews. Five faculty and two subject matter experts participated in the interviews. All interviews were recorded and transcribed verbatim. Analysis was conducted by two analysts using the grounded theory approach.

Results: The subject matter expert interviews were used as a baseline for the knowledge and understanding of the OHVBC. Although the dental school faculty demonstrated some understanding of OHVBC concept, they recognized that more training would be required to create in-depth knowledge about this concept and implementation strategies for teaching dental students. When discussing OHVBC, the faculty brought in concepts of prevention-focused teaching, person-centered care, and disease management rather than just restoring the teeth. The faculty discussed how OHVBC was bringing about a paradigm shift in dentistry, and it would need to be reflected in dental education. However, they acknowledged a disconnect between the didactic teaching, the clinical scope of OHVBC in dental education, and assessing dental students. They also acknowledged it would take time to shift the mindset of the faculty in adopting this concept, and continued efforts are needed by both the leadership and core faulty level in acceptance and implementation of OHVBC.

Conclusions: OHVBC is changing the culture of dentistry and, although dental faculty recognize the value of this shift, they need more training to implement it in didactic and clinical teaching.