Objectives At present, there are no published reports assessing pre‐doctoral curricular experience or participatory involvement with Environmental Sustainability in Dentistry (ESD) in the United States. This study aims to assess whether students enrolled in US dental schools receive any training with ESD and gauge dental students’ level of interest and attitudes regarding ESD within their dental education. Methods A descriptive cross‐sectional study utilizing a 16‐questions validated survey was conducted on Qualtrics. Data analysis included descriptive statistics. Results A total of 378 dental students from 17 US dental schools participated (response rate 5%). Students reported that ESD was “quite” or “extremely” important (83%). However, 75% of students reported being “not at all” or “slightly” knowledgeable. Only 5% reported ESD content in their dental education. Students suggested that ESD could be integrated into existing coursework relating to infection control, practice management, and dental public health. Conclusion By understanding students’ level of interest, attitudes toward importance, and current level of curricular content on ESD, dental educators can develop best practices for educating future practitioners on environmental sustainability.

Purpose: The Global Health Starter Kit (GHSK) is an interdisciplinary, competency-based, open access global health curriculum covering global disease and demographic trends, Millennium Development Goals (MDGs) and Sustainable Development Goals (SDGs), the connection between oral health and overall health, social determinants of health, and concepts of sustainable and ethical global health programs. In this study, we evaluate and describe barriers to and facilitators for using and implementing the GHSK curriculum across a variety of new users. Methods: This two-phase study uses the Roger’s Adoption Curve concept to standardize this evaluation and inform a strategic plan for continuing to move the curriculum across the chasm from early adopters to an early majority of global oral health educators and learners. We utilized a theoretical adoption framework to identify facilitators and barriers under the domains of innovation and curricular, educator and learner, and institutional and structural factors. Under qualitative Phase 1, five early adopter institutions were interviewed to elicit understanding of factors that contribute to adoption of the GHSK curriculum. Common themes identified were next used to create a Phase 2 quantitative survey for early majority subscribers of the GHSK (N = 27). Results: These qualitative and quantitative results showed an overall high satisfaction with the quality of the GHSK materials, but also effectively identified barriers to its adoption, including inexperience of faculty in teaching global oral health, a lack of awareness and marketing, and absence of global health accrediting requirements. Conclusions: By identifying the barriers and facilitators of GHSK curriculum integration, this study provides concrete and specific opportunities to improve its format, relevance, content, and delivery. This study outlines next steps to creating a standardized approach to successfully adopting competency-based global oral health teaching and learning.