Abstract
8C Designing Curriculum and Planning Learning 11
Abstract #307
Background
A substantial body of evidence has placed increasing emphasis on providing clinical
experiences for dental students in community-based clinics to supplement training offered in
traditional dental school-based clinics[1,2]. CBDE is a dental training approach that blends
clinical learning with service-oriented experiences[1,2]. It is a complex system that involves
various stakeholders who collaborate to prepare students for independent practice whilst
enhancing oral healthcare in underserved areas[1,2].
This objectives of this research were:
1. To gain insights into current CBDE implementation at Australian Dental Schools and
compare to available evidence
2. To assess the challenges faced by dental schools in Australia in implementing CBDE and
aspirations for future development
Methods
1. A mixed-methods study was conducted to provide insights into the implementation of CBDE
in Australian dental schools.
2. A Qualitative study utilising Interpretative phenomenological analysis (IPA) explored the
challenges faced by CBDE coordinators at Australian dental schools.
Results
1. Implementation of CBDE appears to be influenced by: level of student involvement, the
types of clinics utilised, allocation and length of rotation, student supervision and
assessment, pre-rotation preparation and post rotation evaluation.
2. Emerging themes from IPA reflect on various aspects of the educational process in
implementing CBDE, including administering programs, funding, the student experience
and partner site relationships.
Discussion
The ideal framework for community-based dental education programs should prioritise
establishing effective partnerships with community organisations. It should provide students
with hands-on clinical experience in diverse community settings, including underserved areas,
to foster cultural competence and a holistic approach to oral healthcare. The curriculum should be designed to address the specific oral health needs of the community and emphasise primary dental care. Continuous evaluation and feedback from both students and community members should be incorporated to ensure the program remains responsive and adaptable to evolving needs.
References
1. Formicola AJ, Bailit HL. Community-Based Dental Education: History, Current Status,
and Future. Journal of Dental Education. 2012;76(1):98–106.
2. Mascarenhas AK, Henshaw M. Infrastructure for a Community-Based Dental
Education Program: Students and Clinics. Journal of Dental Education. 2010;74.
Abstract #307
Background
A substantial body of evidence has placed increasing emphasis on providing clinical
experiences for dental students in community-based clinics to supplement training offered in
traditional dental school-based clinics[1,2]. CBDE is a dental training approach that blends
clinical learning with service-oriented experiences[1,2]. It is a complex system that involves
various stakeholders who collaborate to prepare students for independent practice whilst
enhancing oral healthcare in underserved areas[1,2].
This objectives of this research were:
1. To gain insights into current CBDE implementation at Australian Dental Schools and
compare to available evidence
2. To assess the challenges faced by dental schools in Australia in implementing CBDE and
aspirations for future development
Methods
1. A mixed-methods study was conducted to provide insights into the implementation of CBDE
in Australian dental schools.
2. A Qualitative study utilising Interpretative phenomenological analysis (IPA) explored the
challenges faced by CBDE coordinators at Australian dental schools.
Results
1. Implementation of CBDE appears to be influenced by: level of student involvement, the
types of clinics utilised, allocation and length of rotation, student supervision and
assessment, pre-rotation preparation and post rotation evaluation.
2. Emerging themes from IPA reflect on various aspects of the educational process in
implementing CBDE, including administering programs, funding, the student experience
and partner site relationships.
Discussion
The ideal framework for community-based dental education programs should prioritise
establishing effective partnerships with community organisations. It should provide students
with hands-on clinical experience in diverse community settings, including underserved areas,
to foster cultural competence and a holistic approach to oral healthcare. The curriculum should be designed to address the specific oral health needs of the community and emphasise primary dental care. Continuous evaluation and feedback from both students and community members should be incorporated to ensure the program remains responsive and adaptable to evolving needs.
References
1. Formicola AJ, Bailit HL. Community-Based Dental Education: History, Current Status,
and Future. Journal of Dental Education. 2012;76(1):98–106.
2. Mascarenhas AK, Henshaw M. Infrastructure for a Community-Based Dental
Education Program: Students and Clinics. Journal of Dental Education. 2010;74.
| Original language | English |
|---|---|
| Pages | 347 |
| Number of pages | 1 |
| Publication status | Published - Jul 2024 |
| Event | Australian & New Zealand Association for Health Professional Educators Conference - Adelaide, Australia Duration: 1 Jul 2024 → 4 Jul 2024 https://www.anzahpe.org/event-5361000 |
Conference
| Conference | Australian & New Zealand Association for Health Professional Educators Conference |
|---|---|
| Abbreviated title | 2024 ANZAHPE Conference |
| Country/Territory | Australia |
| City | Adelaide |
| Period | 1/07/24 → 4/07/24 |
| Internet address |