Dental education in the rural community: a Nigerian experience

Ibiyemi, Olushola; Taiwo, JO; Oke, Gbemisola Aderemi

doi:10.22605/rrh2241

Cited by 6 publications

(4 citation statements)

References 13 publications

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“…6–9 As outlined in Table 1 , this has resulted in students having more contact hours in the community and the dental curriculums have been broadened to include behavioral science, public health and other health actions. 8 , 9 The net effect has been an increased willingness by oral health workers to work in the PHC programs; graduates are also better placed to join the PHC team following exposure during training. 8 , 9 The overall aim to increase the dentist to population ratio is, however, not yet achieved.…”

Section: Resultsmentioning

confidence: 99%

“… 8 , 9 The net effect has been an increased willingness by oral health workers to work in the PHC programs; graduates are also better placed to join the PHC team following exposure during training. 8 , 9 The overall aim to increase the dentist to population ratio is, however, not yet achieved. 13 …”

Section: Resultsmentioning

confidence: 99%

“… 25 , 28 Compounded with poor infrastructure, the majority who rely on public health system are left underserved. The efforts 4 , 8 to align the dentist training to the principles of PHC 1 have resulted only in marginal success. The dentist is still clinical and peripheral within the PHC system.…”

Section: Discussionmentioning

confidence: 99%

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Integrating Oral Health into Primary Health Care: A Systematic Review of Oral Health Training in Sub-Saharan Africa

Kaguru¹,

Ayah²,

Mutave³

et al. 2022

JMDH

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Background Globally, oral health training has shown positive influence on knowledge, competency and practices for both oral and non-oral health-care workers towards integration of oral health into primary health care (PHC). Sub-Saharan Africa has very divergent social-cultural-political-economic settings. Since healthcare is contextual, it is necessary to review oral health training programs in this region to establish if their formulation, implementation and evaluation are context-reliant. Objective To assess if oral health trainings aimed at integrating oral health into PHC in sub-Saharan Africa were context-reliant. Methodology The reviewers searched five electronic databases and WHO sites. Selection of publications was done using the PRISMA framework. Oral health training programs for oral and non-oral health-care workers in sub-Saharan Africa published in English language between year 2001 and 2020 were included in the study. Findings Only 4 (0.8%) of the original 512 publications for oral health-care workers and 9 (1.5%) of the 613 for non-oral health-care workers publications met the inclusion criteria. Countries established and/or increased number of dental schools, 1 university adopted competency-based curriculum and 2 introduced community rotations. Dental auxiliaries varied by cadre, training duration and scope of practice. Non-oral health-care workers training programs used diverse approaches like pre-service, workshops and printed materials. Target groups for the trainings varied from nurses, traditional healers, health promotion officers to community health volunteers. Evaluations were done mainly using pre-post or quasi-experimental studies. Outcomes of interest varied from level of knowledge, services provision, early childhood caries, oral health seeking behavior and oral hygiene practices. Conclusion Oral health training for integration of oral health into PHC in sub-Saharan Africa varied by targeted cadre, training methods and evaluation method and scope. It was thus context-reliant. More programs are necessary to accommodate other training approaches, evaluation methods and other health-care cadres in the region.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

See 1 more Smart Citation

Integrating Oral Health into Primary Health Care: A Systematic Review of Oral Health Training in Sub-Saharan Africa

Kaguru¹,

Ayah²,

Mutave³

et al. 2022

JMDH

View full text Add to dashboard Cite

show abstract

“…29 Furthermore, many dental curricula in developing countries may not prepare their students to work well in disadvantaged populations with special oral health needs. 30 It is part of our dental curriculum to make our students fully aware of the factors that have an impact on the oral health needs of the community including socioeconomic inequities. Furthermore, we have a mobile dental clinic with regular students' allocation to serve the rural, elderly, and disadvantaged populations.…”

Section: Discussionmentioning

confidence: 99%

Exploring Professionalism among Final Year Dental Students and New Graduates: Translating Knowledge to Practice

2022

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Objectives The aim of this study was to evaluate senior students' and dental graduates' perception of professionalism as defined by international regulatory bodies and to assess students' ability to apply such knowledge in clinical-based scenarios. Materials and Methods Knowledge of professional competencies was conducted using a survey based on domains of professionalism for a newly qualified general dental practitioner as defined by international regulatory bodies. This survey consists of 32 items addressing participants' perception of three domains of professionalism. Application of the perceived professional competencies was tested by asking participants to answer questions following the observation of a clinical-based scenario video where participants needed to identify issues related to professional, ethical, and communication skills, which were embedded in the scenarios. Statistical Analysis Differences were analyzed using ANOVA and t-tests (p<0.05). Results Data from 146 participants showed no significant differences in the survey scores between the participants' professional levels, place of practice, age groups, and genders. Analyses of correlation between the different domains of professionalism showed significant relationships between pair-wise comparisons of the total domain scores. Paired t-tests revealed that the mean score percentage for each of the three domains of professionalism was significantly higher than the responses reported in the relevant clinical-based scenario questions. Conclusions This indicates that all domains of professionalism contributed in a similar way to their overall assessment. Furthermore, our findings show that dental practitioners may not be able to apply their knowledge of professionalism in real-life scenarios. This suggests that teaching professionalism at the early stages of the dental curriculum should incorporate innovative approaches to mimic real-life scenarios.

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Health promoting schools as learning sites for physicians in-training

et al. 2014

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If you would like to write for this, or any other Emerald publication, then please use our Emerald for Authors service information about how to choose which publication to write for and submission guidelines are available for all. Please visit www.emeraldinsight.com/authors for more information. About Emerald www.emeraldinsight.comEmerald is a global publisher linking research and practice to the benefit of society. The company manages a portfolio of more than 290 journals and over 2,350 books and book series volumes, as well as providing an extensive range of online products and additional customer resources and services.Emerald is both COUNTER 4 and TRANSFER compliant. The organization is a partner of the Committee on Publication Ethics (COPE) and also works with Portico and the LOCKSS initiative for digital archive preservation. AbstractPurpose -Although medical schools do well in preparing the next generation of practitioners to diagnose and clinically treat illness, they struggle in preparing them with capabilities in the areas of health promotion and disease prevention. Similarly, health promoting schools (HPS) face challenges in working to enhance the health and educational outcomes of children. The paper aims to discuss these issues. Design/methodology/approach -The authors draw from their local and international collaborative work as practitioners and medical educators to examine how health professions schools can work in partnership with HPS for mutual benefit. Findings -Health advocacy is a core competency in medical education. A primary focus is on health promotion and disease prevention. However, providing practical, experiential opportunities -"learning-by-doing" -is a challenge. To overcome this difficulty, medical schools may be well served by partnering with HPS. This can provide mutually beneficial learning opportunities that will enable emerging physicians to develop health promotion-related knowledge and advocacy skills while the emerging generation of citizens (the children) are enabled to live healthier and more productive lives. Originality/value -The parallel development of Health Promoting Schools and the teaching of health advocacy to health professionals has proceeded to the point where convergence of the gathered knowledge and experience can provide a powerful and synergistic model to advance both initiatives. This conceptual paper focuses outlines the actions that might achieve this.

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Dental education in the rural community: a Nigerian experience

Cited by 6 publications

References 13 publications

Integrating Oral Health into Primary Health Care: A Systematic Review of Oral Health Training in Sub-Saharan Africa

Integrating Oral Health into Primary Health Care: A Systematic Review of Oral Health Training in Sub-Saharan Africa

Exploring Professionalism among Final Year Dental Students and New Graduates: Translating Knowledge to Practice

Health promoting schools as learning sites for physicians in-training

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