Dixon Jonathan, Baird Harriet M, Field James, Martin Nicolas
School of Clinical Dentistry, University of Sheffield, UK.
School of Psychology, University of Sheffield, UK.
J Dent. 2025 May;156:105710. doi: 10.1016/j.jdent.2025.105710. Epub 2025 Mar 23.
(i) To implement an educational strategy to embed environmental sustainability across all years of an undergraduate dental curriculum and (ii) to evaluate the effectiveness of this strategy through changes in students' awareness, attitudes and knowledge of environmental sustainability in dentistry.
Four environmental sustainability teaching interventions were delivered across all five years of an undergraduate dentistry programme. A pre-tested survey was administered to students at baseline and post-intervention to evaluate changes in awareness, attitudes and knowledge of environmental sustainability in dentistry (ESD).
A total of 270 matched participants were included in the final comparative analyses, representing a response rate of 69 %. Statistically significant positive changes in awareness of ESD (p<.001), attitudes towards ESD (p=.011), general pro-environmental attitudes (p<.001) and knowledge of ESD (p<.001) were observed from baseline to post-intervention. Analysis of the influence of the year of the study demonstrated the effectiveness of the different teaching interventions, with significant differences noted for awareness of ESD (p<.001), general pro-environmental attitudes (p=.022) and knowledge of ESD (p=.001) between year groups from baseline to post-intervention.
This study provides a real-world example of how ES can be longitudinally embedded across the dental curriculum. The effectiveness of this approach has been confirmed through an assessment of the change in awareness of ESD, attitudes towards ESD, the extent to which implementing ESD is easy, general pro-environmental attitudes and knowledge of ESD before and after the curriculum initiative. Significant positive changes were noted for all outcome measures except the extent to which implementing ESD is easy. The most significant changes were noted for awareness of ESD and knowledge of ESD across all years of study.
Oral healthcare has a significant environmental impact, the key to all mitigation strategies is by educating the profession at all levels.
（i）实施一项教育策略，将环境可持续性融入本科牙科课程的各个年级；（ii）通过学生对牙科环境可持续性的意识、态度和知识的变化，评估该策略的有效性。
在本科牙科课程的所有五年中实施了四项环境可持续性教学干预措施。在基线和干预后对学生进行了预先测试的调查，以评估他们对牙科环境可持续性（ESD）的意识、态度和知识的变化。
最终的比较分析共纳入了270名匹配的参与者，回复率为69%。从基线到干预后，观察到ESD意识（p<0.001）、对ESD的态度（p = 0.011）、一般环保态度（p<0.001）和ESD知识（p<0.001）有统计学意义的积极变化。对研究年份影响的分析表明了不同教学干预措施的有效性，从基线到干预后，不同年级组在ESD意识（p<0.001）、一般环保态度（p = 0.022）和ESD知识（p = 0.001）方面存在显著差异。
本研究提供了一个在牙科课程中纵向融入环境可持续性的实际例子。通过评估课程倡议前后ESD意识、对ESD的态度、实施ESD的难易程度、一般环保态度和ESD知识的变化，证实了这种方法的有效性。除了实施ESD的难易程度外，所有结果指标均有显著的积极变化。在所有研究年份中，ESD意识和ESD知识的变化最为显著。
口腔医疗保健对环境有重大影响，所有缓解策略的关键是对各级专业人员进行教育。
