Integrating community service learning in undergraduate dental education: A controlled trial in a residential facility for people with intellectual disabilities. (7th June 2018)

• Record Type: Journal Article
• Authors: Phlypo, Inès; De Tobel, Jannick; Marks, Luc; De Visschere, Luc; Koole, Sebastiaan
• Is Part Of: Special care in dentistry. Volume 38:Number 4(2018)
• Page Start: 201
• Page End: 207
• Publication Date: 2018-06-07
• Subjects: dental education -- intellectual disability -- oral health promotion -- preventive dentistry -- undergraduate teaching; People with disabilities -- Dental care -- Periodicals; Older people -- Dental care -- Periodicals; Hospital dental service -- Periodicals; Dental Care for Disabled -- Periodicals; Dental Service, Hospital -- Periodicals; Geriatric Dentistry -- Periodicals; 617.60087
• DOI: 10.1111/scd.12298
• Languages: English
• ISSNs: 0275-1879

Abstract

Abstract: Aims: The present report describes an oral health promotion project in a residential facility for people with intellectual disabilities as a strategy to implement community service learning in undergraduate dental education. Methods and Results: Two undergraduate students developed a project aimed to improve the oral health in residents with intellectual disabilities by educating caregivers. The impact was investigated by a pretest–posttest design, evaluating residents' plaque and gingival indexes and caregivers' knowledge, behavior, attitude, and self‐efficacy. Findings demonstrated that within a semester, it was possible for students to obtain a limited but positive impact on the local community. Discussion and Conclusion: Based on the experiences at Ghent University, the following guidelines were suggested to implement service learning in a dental curriculum that renders both a positive impact on student learning and the local community : (1) integrate community service learning in multiple years in the curriculum; (2) use a stepwise approach from theory to exercises to extramural experiences; (3) create a partnership with a local organization; (4) organize long‐term projects and annual follow‐up to increase the impact; (5) involve supervisors from both the university and the local organization; and (6) establish an evidence based approach to benefit the quality of projects and to facilitate students to develop research competences.