A Global Oral Health Course: Isn't It Time?

Karim, Asef; Mascarenhas, Ana Karina; Dharamsi, Shafik

doi:10.1002/j.0022-0337.2008.72.11.tb04606.x

Cited by 28 publications

(51 citation statements)

References 33 publications

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“…Therefore it is an unrealistic expectation for a dental professional to consciously provide care for the underserved populations when formal dental training largely promotes principles of care that are to the contrary. 16 In the present study, conducted in Central India, eighty seven percent of the surveyed students (222) stated that they would consider volunteering their dental skills as a future dentist in international setting. This was similar to a study conducted at a North American dental school where 84% students gave similar consents.…”

Section: Discussionmentioning

confidence: 66%

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Global oral health course: Perception among dental students in central India

Singh

Purohit

2012

Eur J Dent

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A questionnaire study was conducted among dental students in Central India. The study population included 264 dental students, who voluntarily completed a questionnaire, comprising of 16 close ended questions. There were 9 questions to judge knowledge and 5 questions for attitude assessment towards global oral health course. Two additional questions were included to assess the willingness to volunteer in international setting; and also, to assess dental student’s perspection on global oral health course. Chi Square test was used to compare between categorical variables. Analysis of Variance (ANOVA) was used to compare mean of knowledge and attitude scores. P value of ⩽.05 was considered significant for all statistical analysis. Eighty seven percent of the surveyed students (222) stated that they would consider volunteering their dental skills as a future dentist in international setting. Majority of the students in the present study were not aware about the global oral health status (99.2%) and theoral health care systems of industrialized and emerging economies (99.2%), had not been trained to serve underserved population (68%), had not been trained in global health ethics (70.1%) and none of the students had been trained for cultural competence in addressing international oral health issues (100%). Most of the dental students were not aware, that, WHO created basic package of oral care (63%) about the primary health care strategy (59.5%) and about the role and functions of FDI (66.7%). The majority of students expressed a desire to volunteer their professional services in international settings. However few students knew about WHO’s BPOC or FDI’S role in global oral health. The findings indicate a need for global oral health course among dental students in Central India.

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Section: Discussionmentioning

confidence: 66%

“…The questionnaire was framed with the help of experts in the field. It was framed keeping the study group in mind and questions were linked to curriculum content of global oral health course as described by Karim et al (2008).…”

Section: Methodsmentioning

confidence: 99%

Global oral health course: Perception among dental students in central India

Singh

Purohit

2012

Eur J Dent

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“…Karim [8] noted positive clinical, behavioural and attitudinal outcomes when health professional students participated in such projects. These included improved clinical and communication skills, a deeper understanding of the health needs and demands of local communities, enhanced social accountability, inculcation of volunteerism and a sense of moral, ethical and professional responsibility, serving the public well by providing care to all in need, and encouragement of graduates to continue with these new positive behaviours when they qualify.…”

Section: Researchmentioning

confidence: 99%

Exploring community-based training opportunities for dental therapy students in non-governmental and private sectors in KwaZulu-Natal Province, South Africa

Moodley

Singh

2018

AJHPE

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The current health system in South Africa (SA) struggles to meet the healthcare demands of its nation adequately, especially in KwaZulu-Natal (KZN) Province, SA, where the quadruple disease burden of HIV/AIDS, tuberculosis, chronic illnesses due to unhealthy lifestyles and injuries is increasing. [1] SA has a shortage of healthcare workers, who are unequally distributed between the public and private sectors. [2] The number of public sector healthcare workers are higher in urban than rural areas. [2] KZN has a population of >10 million, [3] with only 15% of them having some medical insurance and using the private sector health services, leaving 85% of the population dependent on the public health sector for their healthcare needs. [1] Many people from rural and disadvantaged communities have limited access to healthcare, including oral healthcare services. Consequently, many defer treatment for their dental problems, causing long-term effects on their physical and psychological health. Local communities in KZN have long since recognised the need to intervene, incorporating the government's deficits in social services by means of the philanthropy of donors and the socially aware through non-governmental organisations (NGOs), which are non-profit, nongovernmental entities. [4] They play an integral role in today's society. [4] NGOs include grass-root community-based organisations and faithbased organisations (FBOs), making significant contributions across many fields, such as education and research, social services, health, culture and recreation, law, development and housing. [4] NGOs attempt to supplement the public health service by increasing access to healthcare through service delivery and prevention programmes, as well as raising awareness of the improvement of health outcomes. [4] In KZN, their activities include health awareness, assessment of vital signs, examination and treatment by a medical practitioner, delivery of medication to patients, vision screening and cataract surgery. Oral health services range from oral health education and promotion, dental screenings, tooth extractions for relief of pain and sepsis, restorations, scaling and polishing to specialised work such as correction of cleft palates. These services are performed by health professionals on a voluntary basis and free of charge, in underserved and underinsured communities, helping to reduce the unmet health needs of the province and relieving over-burdened public clinics. Moreover, private companies become involved in service delivery by providing primary healthcare services to the community on a humanitarian basis, without any intention of making a profit. These community-driven healthcare projects, undertaken by the private sector and NGOs, can also serve as a platform for active student learning by providing opportunities for experiential learning for health professional students. The pedagogy underlying experiential learning is that experiences in authentic situations and environments are transformed into learning experiences throu...

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“…Preparing the oral health workforce to tackle these challenges begins with education. To address complex challenges faced by resource‐constrained populations, experts have argued that global health must become a component of all health care education, including dental education 5‐11 …”

mentioning

confidence: 99%

“…The ethics and consequences of short‐term clinical volunteering by dental students in underserved communities must be considered when developing global health curricula 10,16,17 . Despite strong interest, students may not be adequately prepared for responsible engagement with global health programs, perhaps due to lack of clinical training for new settings or inadequate cultural competence for specific contexts 8,10,17 . While 69% of participating U.S. dental schools in Sung and Gluch's survey offered elective global health experiences in 2016, only 29% offered pre‐travel preparatory courses for international experiences 18 .…”

mentioning

confidence: 99%

Integrating Competency‐Based Didactic and Experiential Global Health Learning for Dental Students: The Global Health Learning Helix Model

Yu¹,

Lambert²,

Alvarado³

et al. 2020

Journal of Dental Education

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The aim of this study was to evaluate the feasibility and preliminary outcomes of immersive integrated experiential and didactic courses in strengthening competency‐based global health learning in dental education. To address global inequities in oral health and student interest in global health, the Harvard School of Dental Medicine introduced two global health courses in 2017‐18. The first was a didactic course in the core predoctoral curriculum, and the second, in collaboration with the Inter‐American Center for Global Health, was a five‐day elective experiential learning course in rural Costa Rica. The experiential course was an extension of the didactic course. All 33 second‐year dental students completed the didactic course, and three of those students completed the experiential course. A pre‐post survey and a six‐month follow‐up survey on self‐reported knowledge based on course learning objectives were administered. The experiential course students also completed journals and interviews for qualitative analysis. Thirty‐two students completed the pre‐post didactic course surveys, for a response rate of 94%. There was a 100% response rate on the pre‐post didactic surveys by those students who participated in the experiential learning course. While the experiential learning group scored similarly to the class average before the didactic course, they had higher scores than the class averages both immediately after and at the six‐month follow‐up. All three students reported that the experiential learning course was “extremely effective” in building on what they learned in the didactic course. Qualitative analysis of the journals and interviews suggested enhanced learning from the combination of didactic and experiential methods. These preliminary results support the Global Health Learning Helix Model, a theoretical competency‐based teaching model for ethical student global health engagement to better prepare the future generation in tackling oral health disparities both locally and worldwide.

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A Global Oral Health Course: Isn't It Time?

Cited by 28 publications

References 33 publications

Global oral health course: Perception among dental students in central India

Global oral health course: Perception among dental students in central India

Exploring community-based training opportunities for dental therapy students in non-governmental and private sectors in KwaZulu-Natal Province, South Africa

Integrating Competency‐Based Didactic and Experiential Global Health Learning for Dental Students: The Global Health Learning Helix Model

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