Integration of oral healthcare into undergraduate health professional educational programs: A scoping review |
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| Affiliation: | 1. School of Nursing and Midwifery, Western Sydney University, Locked Bag 1797, Penrith NSW 2751, Australia;2. Australian Centre for Integration of Oral Health (ACIOH), School of Nursing and Midwifery, Western Sydney University, Ingham Institute for Applied Medical Research, Locked Bag 7103, Liverpool NSW 2170, Australia;3. Faculty of Medicine and Health, School of Dentistry, The University of Sydney, NSW 2006, Australia;4. Centre for Applied Nursing Research (CANR), Sydney South West Area Health Services, Locked Bag 7103, Liverpool BC NSW 1871, Australia;1. Cancer and Palliative Care Outcomes Centre, Centre for Healthcare Transformation, Queensland University of Technology, X block, 66 Musk Avenue, Kelvin Grove, 4059, Australia;2. School of Nursing, Faculty of Health, N block, Queensland University of Technology, Kelvin Grove, 4059, Australia;3. Cancer Nurses Society of Australia, 165 Sovereign Hill Drive, Gabbadah Western Australia, 6041, Australia;4. Centre for Children''s Health Research, Children''s Health Queensland Hospital and Health Services, South Brisbane, 4101, Australia;1. School of Nursing and Centre for Health Care Transformation, Queensland University of Technology, Kelvin Grove, QLD, Australia;2. Faculty of Health and Sports Sciences, University of Agder, Grimstad, Norway;3. Royal Brisbane and Women''s Hospital, Herston, QLD, Australia;4. MRI-UQ, Mater Health, South Brisbane, QLD, Australia;5. Mater Health, South Brisbane, QLD, Australia;1. School of Nursing and Midwifery, Griffith University, Gold Coast, Queensland, Australia;2. Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia;3. Department of Emergency Medicine, Gold Coast Hospital and Health Service, Gold Coast, Queensland, Australia;4. Griffith Criminology Institute, Griffith University, Gold Coast, Queensland, Australia;5. Justice Health Unit, Centre for Health Equity, Melbourne School of Population and Global Health, The University of Melbourne, Parkville, Victoria, Australia;6. Centre for Adolescent Health, Murdoch Children''s Research Institute, Parkville, Victoria, Australia;7. School of Population and Global Health, The University of Western Australia, Perth, Western Australia, Australia;8. National Drug Research Institute, Curtin University, Perth, Western Australia, Australia;9. Institute of Nursing Studies, University of Applied Sciences, Utrecht, The Netherlands;10. Emergency Department, University Medical Center Utrecht, Utrecht, The Netherlands;1. School of Nursing, Queensland University of Technology, N338, Kelvin Grove Campus, Brisbane, Queensland, 4059, Australia;2. Susan Wakil School of Nursing & Midwifery, Faculty of Medicine and Health, University of Sydney, Western Avenue, Camperdown, Sydney, NSW, 2006, Australia;3. Health Science Center, University of Tennessee, 920 Madison, Memphis, TN, 38163, United States of America;4. School of Medicine, The University of Notre Dame, 128-140, Broadway, Chippendale, NSW, 2007, Australia;1. Menzies Health Institute Queensland, Griffith University, Gold Coast, Queensland, Australia;2. Department of Emergency Medicine, Gold Coast Health, Gold Coast, Queensland, Australia;3. School of Nursing and Midwifery, Faculty of Health, University of Canberra, Canberra, Australia;4. School of Nursing and Midwifery, University of Newcastle, Newcastle, Australia |
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| Abstract: | BackgroundOral disease affects 3.5 billion people worldwide and despite this, it is not known the extent to which oral health education has been integrated into undergraduate health professional programs.AimTo explore the pedagogical approaches used to integrate and deliver oral health education across nursing and other non-dental health disciplines.Review methodsA scoping review was conducted following the PRISMA-ScR extension guidelines in January 2021. CINAHL, Ovid MEDLINE, SCOPUS, Education Research Complete, ERIC, Nursing and Allied Health Database, PUBMED, NDLTD, and OHNEP were searched and screened, yielding 5,781 references with 18 studies eligible for inclusion. Findings were synthesised and presented as narratives and tables.FindingsWhile an interdisciplinary learning approach of simultaneously teaching students from multiple disciplines was adopted in only three studies, the use of subject matter experts was reported in more than half of the studies. Delivery of learning material occurred in varied settings and the assessment of learning outcome effectiveness focused on changes in knowledge, attitude, confidence, and skills competence.DiscussionAlthough only a few studies reported using interdisciplinary learning approaches, the use of subject matter experts in over half of the studies was a recognition of the importance of interdisciplinary collaboration. Nevertheless, the superiority of any one approach remains unclear, due to the heterogeneity in learning outcome measures.ConclusionOral healthcare has been embedded in a small number of undergraduate educational programs, using a diverse range of pedagogical approaches. The use of subject matter experts should be commonplace when developing oral healthcare curricula. |
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