Dana Edith, Fitzgerald Mark, Kinney Janet, Riaz Mona, Cullen Jennifer
Division of Dental Hygiene, Department of Periodontics & Oral Medicine, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA.
Department of Cariology, Restorative Sciences and Endodontics, University of Michigan School of Dentistry, Ann Arbor, Michigan, USA.
J Dent Educ. 2025 Jun;89(6):922-932. doi: 10.1002/jdd.13783. Epub 2024 Nov 17.
PURPOSE/OBJECTIVES: Limited access to oral care disproportionately affects underserved populations. Community-based clinical education (CBCE) could address this health inequity. The purpose of this study was to compare the identified barriers and benefits of implementing CBCE in the curricula of US dental and dental hygiene education programs.
In the fall of 2023, a survey developed through focus groups was sent to 387 CBCE leaders in US dental and dental hygiene programs that were accredited by the Commission on Dental Accreditation (CODA).
There were 129 survey responses for a 33% response rate. There were statistically significant differences in institutional barriers: losing school production (p = 0.04), COVID-19 pandemic (p = 0.02), CODA process for accreditation of major sites (p < 0.01), CODA standards (p = 0.01), number of dental chairs in school clinic (p = 0.03), and length of dental/dental hygiene program too short (p < 0.01); and human resource barriers: student transportation (p < 0.01), faculty buy-in (p = 0.01), and student housing (p < 0.01). Benefits included: raising student awareness of social determinants of health (p = 0.04), increasing oral health workforce (p < 0.01), and engagement with harder clinical cases (p < 0.01).
CONCLUSION(S): There were differences in the identified barriers and benefits to implementing CBCE in the curricula of US dental and dental hygiene education programs. The findings could inform the feasibility of implementing CBCE in both education programs, as well as address health inequities in access to oral care.
目的/目标：获得口腔护理的机会有限对服务不足的人群影响尤甚。基于社区的临床教育（CBCE）可以解决这种健康不平等问题。本研究的目的是比较在美国牙科和口腔卫生教育项目课程中实施CBCE所确定的障碍和益处。
2023年秋季，通过焦点小组制定的一项调查被发送给美国牙科和口腔卫生项目中387名获得牙科认证委员会（CODA）认证的CBCE负责人。
共收到129份调查问卷回复，回复率为33%。在机构障碍方面存在统计学显著差异：学校产量损失（p = 0.04）、新冠疫情（p = 0.02）、主要场所认证的CODA流程（p < 0.01）、CODA标准（p = 0.01）、学校诊所牙科椅数量（p = 0.03）以及牙科/口腔卫生项目时长过短（p < 0.01）；在人力资源障碍方面：学生交通（p < 0.01）、教师认可（p = 0.01）和学生住宿（p < 0.01）。益处包括：提高学生对健康社会决定因素的认识（p = 0.04）、增加口腔卫生人力（p < 0.01）以及参与更具挑战性的临床病例（p < 0.01）。
在美国牙科和口腔卫生教育项目课程中实施CBCE所确定的障碍和益处存在差异。这些研究结果可为在这两个教育项目中实施CBCE的可行性提供参考，同时也有助于解决口腔护理获取方面的健康不平等问题。
