The aim of this study was to assess changes in a group of dental students' feelings about, willingness to treat, and perceived responsibility in treating underserved populations as they progressed through their predoctoral education. A questionnaire was developed to assess the first-through fourth-year (D1-D4) students' attitudes about treating 13 underserved populations after graduation. Surveys were distributed from 2008 to 2014, resulting in longitudinal data from three graduating classes (D1 year: N=240; eligible D4 participants: N=221). A total of 132 students from the three classes (Class of 2012 N=41; 2013 N=46; 2014 N=45; adjusted response rate 60%) completed all surveys (D1-D4). The results showed that changes in students' feelings about treating and willingness to treat underserved populations were population-specific rather than universal. Compared to the D1 year, the students in later years anticipated feeling more negatively towards treating low-income, frail elderly, homebound, homeless, other ethnic groups, and non-English-speaking patients, while their feelings were more positive towards treating known drug users and HIV/AIDS populations. Across the four years, students' willingness to treat low-income, frail elderly, homebound, and non-English-speaking populations after graduation became more negative, while their willingness to treat medically complex populations, known drug users, and HIV/AIDS populations became more positive. The students also became less likely to strongly agree that it is their responsibility as dentists to treat underserved populations as they progressed through school. These respondents reported that clinical and faculty interactions had impacted their likelihood to treat underserved populations. These findings may point to specific types of interventions and faculty mentoring to bring about change.

The aim of this study was to ascertain which assumptions dental students recalled feeling prior to beginning community-based clinical experiences and whether those assumptions were fulfilled or challenged. All fourth-year students at the University of Iowa College of Dentistry & Dental Clinics participate in community-based clinical experiences. At the completion of their rotations, they write a guided reflection paper detailing the assumptions they had prior to beginning their rotations and assessing the accuracy of their assumptions. For this qualitative descriptive study, the 218 papers from three classes were analyzed for common themes. The results showed that the students had a variety of assumptions about their rotations. They were apprehensive about working with challenging patients, performing procedures for which they had minimal experience, and working too slowly. In contrast, they looked forward to improving their clinical and patient management skills and knowledge. Other assumptions involved the site (e.g., the equipment/facility would be outdated; protocols/procedures would be similar to the dental school's). Upon reflection, students reported experiences that both fulfilled and challenged their assumptions. Some continued to feel apprehensive about treating certain patient populations, while others found it easier than anticipated. Students were able to treat multiple patients per day, which led to increased speed and patient management skills. However, some reported challenges with time management. Similarly, students were surprised to discover some clinics were new/updated although some had limited instruments and materials. Based on this study's findings about students' recalled assumptions and reflective experiences, educators should consider assessing and addressing their students' assumptions prior to beginning community-based dental education experiences.

The purpose of this study was to assess which components of a community-based dental education (CBDE) program at The University of Iowa College of Dentistry & Dental Clinics were associated with overall student performance. This retrospective study analyzed data for 444 fourth-year students who graduated in 2006 through 2011. Information pertaining to students' CBDE rotations and their inal grades from the comprehensive clinic (in two areas: Production and Competence) were used for statistical analysis. Bivariate analyses indicated that students who completed CBDE in the fall were more likely to receive an A or B in Production compared to students who completed CBDE in the spring. However, students who completed CBDE in the beginning or end of the academic year were more likely to receive an A or B in Competence compared to those who completed CBDE in the middle of the year. Students who treated a variety of patient types during CBDE experiences (comprehensive and emergency care vs. mainly comprehensive care) were more likely to receive better grades in Production, while CBDE clinic type was not associated with grades. Dental schools should consider how CBDE may impact students' performance in their institutional clinics when developing and evaluating CBDE programs.Ms.

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