A diverse pattern of SND patients was referred to the ISNU with a majority of referrals having no specific referral reason cited, suggesting poor quality of referrals.

Introduction Special Care Dentistry (SCD) education has been introduced in Malaysia, but there are limited number of studies about its impact to students. Thus, this study aimed to explore the level of students’ readiness to treat people with learning disability (PWLD) based on their attitudes, self‐efficacy and intention to treat. Methods A questionnaire was developed based on the Dental Student Attitude to the Handicapped Scale, Scale of Attitudes to the Disabled Persons and Health Action Process Approach. The self‐administered, validated questionnaire was tested for reliability (Cronbach's alpha = .71–.81), before being distributed to clinical dental students of both genders from two universities (University A, n = 176 and University B, n = 175). Quantitative data were analysed via t test and ANOVA (p < .05) using the SPSS software. Results There was no significant difference in mean total attitude score between the universities, although dental students from University A, who mostly reported having received hands‐on clinical experience in SCD and exposure to Disability Equality Training (DET), showed significantly higher individual mean attitude score for 5 (out of 24) attitudinal items. The mean total self‐efficacy score and individual mean self‐efficacy score for 1 (out of 5) self‐efficacy items were also significantly higher amongst University A dental students. The intention to treat PWLD was not significantly influenced by university, gender or year of study. Conclusion Incorporation of SCD education in the undergraduate curriculum, with hands‐on clinical experience and exposure to DET, is recommended to equip students to be efficient oral healthcare providers for PWLD.

To assess the oral health behaviors of children with Autism Spectrum Disorder (ASD) and explore attitudes and barriers in providing oral care by their parents. A cross-sectional, mixed method study design, which comprised of quantitative and qualitative sections was conducted. The quantitative part assessed the oral health behavior through a parent-proxy report questionnaire whilst the qualitative part assessed parents' overall perspective on maintenance of oral health in children with ASD through an in-depth interview using semi-structured questions. All children below the age of 16 who have been clinically diagnosed with ASD and registered at the Pediatric Dental Clinic were included. The sample consisted of twenty children with ASD. Most of the sample were male and between 5-8 years old. Majority had good oral health behaviors but some exhibited self-injurious behaviors that may affect oral health. Severe characteristics of ASD, co-morbid conditions and incompetent health professionals were reported as barriers in oral care by parents of these children. Despite having good oral health behaviors, several barriers and challenges were expressed by these parents with ASD when providing home oral care or bringing them for dental appointment. Continuous support for parents with ASD child by dental professionals is essential to help overcome the real challenges and barriers in providing oral care among these parents.

Introduction The Special Care Dentistry (SCD) undergraduate program increasingly aims to address student attitudes toward people with disabilities (PWD). One of the efforts made by the Faculty of Dentistry, University of Malaya (FODUM), is to introduce Disability Equality Training (DET) as part of the learning activity in the SCD curriculum. This study aimed to explore students’ perception about the DET program. Methods This was a qualitative research project exploring students’ perception toward DET in 2 cohorts of third‐year dental students from FODUM (n = 100). The reflection notes were analyzed using Luborsky's method of thematic analysis. Identification of themes was based on statements that were most frequently reported by students. Results The majority of the students gave positive feedback for the training, which includes enhanced knowledge, attitudes, and skills about treating PWD. They also reflected that the DET improved their understanding of social and professional responsibility. In terms of learning experience, many reported that the training was useful and enjoyable. Students’ suggestions for improvement included learning "sign language", visiting special needs centers, and providing simulation exercises involving real PWD. Conclusion Students’ comments on the DET were positive and they enjoyed the learning experience. The findings support the continuation of DET as part of the undergraduate dental curriculum. Dental institutions seeking to implement or refine the SCD curriculum are encouraged to include DET based on its potential benefits for undergraduate students.

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Special needs patients (SNP) have difficulty accessing dental services, partly due to reluctance of dentists to treat them. Objective: We assess didactic and clinical training experiences of final-year dental students and new graduates in managing SNP. Methods: An online questionnaire was sent to 123 final year dental students and new graduates, assessing their experiences and readiness in handling SNP. Results: Majority of the respondents were not confident in attending to SNP. Majority gained knowledge in handling SNP via lectures while more than half had managed patients with complex medical history. Majority mentioned a lack of clinical training to treat SNP as their dental training experience had only been in a dental school clinical setting. Most of the respondents hope their curriculum would include more education to improve clinical skills in managing SNP. Conclusion: Respondents demonstrated minimum training and lack of confidence and skills that might contribute to a lack of preparedness to manage the oral health care needs of SNP. Clinical exposure in managing SNP at the undergraduate level is still inadequate and it needs to be emphasized in the curriculum.

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