Training Socially-Conscious Dentists: Development and Integration of Community Service-Learning in Dental Curricula in Ontario, Canada

Abstract

Introduction and aims

Commuity-centred education models of care are needed to address the high dental treatment needs of equity-deserving populations with a focus on person-centred care and learner-centred education. The Community Service-Learning (CSL) programme was developed and integrated into the undergraduate dental curriculum at the Schulich School of Medicine and Dentistry in Canada to train undergraduate dental learners with a curriculum reflective of the complex and evolving oral health needs of local equity-deserving communities and global populations.

Methods

The CSL programme was developed utilizing Yoder's framework for service-learning and Lave and Wenger's framework for situated learning. Community consultations were held with partner organizations and their service users in Ontario and East Africa to engage them in the development and implimentation of the CSL programme. Learners' feedback was sought through an anonymous self-reported survey to gauge their overall experiences and perceptions about the newly implemented CSL programme.

Results

Seven community sites were selected in London, Ontario for the third-year mandatory placements. Eight learners rotated through each site. All fourth-year learners rotated through one community site in Woodstock, Ontario. Overall, the CSL programme received positive feedback from all the learners who participated in the survey with an emphasized desire for the CSL program to continue. Three major strengths emerged from the learners’ perceptions of the programme: ‘the importance of community outreach and access to care’, ‘educational and professional development’, and ‘strengthening of community relationships’. Perceived areas for improvement included: ‘patient accessibility and communication’ and, ‘enhanced exposure and opportunities for the CSL programme’.

Conclusion

The CSL programme provided positive experiential learning opportunities for learners while addressing the oral health needs of equity-deserving community members in local and global contexts.

Clinical relevance

This case study provides a practical and evidence-based approach in developing an experiential learning programme that trains dental learners to overcome challenges associated with oral health access and to address the unmet oral health needs of equity-deserving communities.