How are the social determinants of health being taught in dental education?

Abstract

Introduction The social determinants of health that influence how wellness and illness are experienced within society must be a core component of dental curricula where aspiring dental professionals are taught about the aetiology and social history of dental diseases. Through this scoping review, we examine the current approaches that have been employed to incorporate the social determinants of health within dental curricula. Methods Using a scoping review methodology, we searched the databases Scopus, PubMed, and Embase using keywords relevant to the social determinants of health and dental education. Results Following screening and sorting, 36 articles were included within this review. The majority of the articles described research that evaluated outcomes of educational interventions with relevance to the social determinants of health. The remainder of the included studies discussed attitudes and readiness relative to the social determinants of health and how this core competency could be taught effectively. Conclusion The included literature revealed that the social determinants of health frequently are not the focus of educational activities in dental curricula, with students frequently having little active guidance on how they might make sense of their educational experiences in this domain. The socioeconomic, cultural, political, geographic, and structural barriers that contribute to patients being impacted by the social determinants of health should be explicitly addressed and discussed with students as a foundation element of the dental curriculum.

A state‐wide study of dental comorbidities in psychiatric disorders resulting in avoidable emergency department presentations

“…4,5 In addition, dental schools should place a greater emphasis on how social disadvantage can affect oral health, given emerging evidence that this can change the awareness and attitudes of dental students. 4,5,33 One example specific to mental health was the use of an educational vignette based on experiences of people with substance use and/or mental health disorders. 34 Unfortunately, these programmes are not a prominent feature of many dental curricula and are poorly integrated with other aspects of the course.…”

“…34 Unfortunately, these programmes are not a prominent feature of many dental curricula and are poorly integrated with other aspects of the course. 33 Finally, people with severe mental illness may benefit from facilitated clinical pathways including dental screening clinics within mental health services or outreach services that provide free dental care. 32,35 One example is Melbourne's 'Dental as Anything' programme.…”

“…The specialised needs of disadvantaged groups should also be accommodated through longer dental appointments to facilitate explanation, counselling and additional time for procedures 4,5 . In addition, dental schools should place a greater emphasis on how social disadvantage can affect oral health, given emerging evidence that this can change the awareness and attitudes of dental students 4,5,33 . One example specific to mental health was the use of an educational vignette based on experiences of people with substance use and/or mental health disorders 34 .…”

“…One example specific to mental health was the use of an educational vignette based on experiences of people with substance use and/or mental health disorders 34 . Unfortunately, these programmes are not a prominent feature of many dental curricula and are poorly integrated with other aspects of the course 33 …”

Critically engaging vulnerability: Rethinking oral health with vulnerabilized populations

“…The third proposed solution is to integrate a social and structural determinants discourse into vulnerability research, education and policy 49 . In education, action should begin from the undergraduate level through to continuing education, 50 including educating dental professionals about how to support vulnerabilized peoples to empower themselves. At a practice level, this could also include trauma‐informed care, and grief literacy 51,52 .…”