Introduction Good oral health is important for good overall health. Studies have reported poorer oral health outcomes for people with cerebral palsy, but there has been no synthesis of the evidence surrounding this and, there are no clear oral health recommendations for people with cerebral palsy globally. This review synthesizes the existing knowledge base on oral health in people with cerebral palsy and provides recommendations for future research. Methods A scoping review was conducted to assess the current literature. Databases were searched using relevant search terms. Study outcomes were synthesized according to their reported outcomes. Results One hundred seventy three studies were included in this review. Children with cerebral palsy have an increased risk for dental caries and untreated caries. Higher saliva osmolality is a major contributor to increased dental caries. People with cerebral palsy are more likely to experience tooth wear and bruxism. Children and their care‐givers have poor oral health related quality of life. There is a large unmet need for oral healthcare in this group. There is no suggested plan for the prevention of poor oral health for this group. A high number of studies included related to research is conducted in low‐ and middle‐income countries, care should be taken in applying results outside this context. There is a lack of research conducted in people with cerebral palsy, 18 years and over. Conclusion There is a higher risk for poor oral health in people with cerebral palsy and there is a large unmet need to dental care in this group. This study highlights the need for further research to focus on adults with cerebral palsy and an of understanding the oral health care outcomes in the context of settings. The authors recommend the inclusion of classification systems and the integration of disability inclusive language in future studies.

Objective: This review aims to systematically map the literature reporting on oral health outcomes experienced by people with cerebral palsy. Introduction: At present, there are no documented systematic reviews reporting on oral health outcomes for people of all ages with cerebral palsy. Subsequently, there are no clear guidelines, frameworks or detailed oral health recommendations for people with cerebral palsy. Considering the importance of oral health on general well-being and quality of life, it is important that it is not overlooked when focusing on patient-centered care for people with cerebral palsy. Inclusion criteria: Studies that focus on oral health, including dental diagnosis, trauma and/or treatment, facial pain, saliva, and sleep apnea, and/or make statements regarding oral health pertaining to cerebral palsy will be considered for inclusion inthis scoping review. Methods: This review will be conducted in accordance with the guidelines outlined by JBI methodology for scoping reviews and the Preferred Reporting Items for Systematic Reviews and Meta-Analyses Extension for Scoping Reviews (PRISMA-ScR). Articles published in any language will be considered for inclusion, with no restriction on publication date. The search databases will include the Cochrane Database of Systematic Reviews, Cochrane Central Register of Controlled Trials (CENTRAL), Web of Science, Scopus, Embase and Dentistry and Oral Science. A search of gray literature will also be conducted. Extracted data relevant to the scoping review will be performed by two reviewers.

Introduction Dental educators play crucial roles in dental education and in the functioning of dental schools. Whilst it is recognised that dental educators need more than relevant disciplinary expertise and that scholarly development of dental educators is important, there is a lack of knowledge about ways research can be used to promote professional development. This article aims to showcase a research methodology for professional inquiry that is widely used in teacher education to promote the view that dental education is a professional practice. Approach Self‐study methodology was employed by four dental educators to illuminate their theory‐informed practice. We chose to frame the inquiry around technology and accumulated three forms of data: individual journaling, video‐call discussions and Padlet/bricolage. Analysis of this data focused on how the learning was co‐constructed by the group. Findings and discussion Five key elements of our self‐study were constructed into narratives: understanding technology as a dental educator, being a learner and embodied scholarship, the (expanded) roles of a teacher in a technological environment, advancing our own professional identity as an educator, and possibilities and limits for self‐study in the dental education context. Conclusion Professionalisation of dental educators is critical to sustainable dental education. By educators researching their own practice, research approaches such as self‐study can perform a dual role of facilitating scholarly development and contributing to the generation of new knowledge about becoming and being a dental educator.

Student‐led conferences are a type of inquiry learning and student‐led pedagogy. They have the potential to foster learning across many of the domains required for professional dental practice including communication and interpersonal skills, adaptive capability, professional attitude and ethical judgment, entrepreneurship, and a social and community orientation. A student‐led conference, which provided a framework for students studying oral biosciences to create and host a conference focused on contemporary issues in oral biosciences, was introduced into the Bachelor of Oral Health program at the University of Sydney in Australia in 2017 and 2018. The aim of this qualitative study was to examine the educational purposes that the student‐led conference satisfied. Data were collected from the 2017 cohort of students in the form of reflective essays. In 2018, students’ experience of the conference was recorded from a focus group discussion. In both years, reflective accounts written by attendees were collected. The thematic analysis generated four themes: integration of learning, personal learning, student resourcefulness through peer relationships, and deep commitment to delivering an excellent conference. The learning project served as a platform for students to display their professionalism and skills gained in entrepreneurship, communication, and adaptive capability. This study provided an example of a participatory curriculum approach with the potential to help students generate a working understanding of knowledge structures and how knowledge is created and circulates in the discipline.