Student Perspectives on Integrating an Oral Health Helpline Service Into Dental and Dental Hygiene Education
Notice bibliographique
Résumé
INTRODUCTION: The University of British Columbia's Faculty of Dentistry developed a helpline service to provide free oral health information, referrals to oral healthcare clinics and aid navigating public dental benefits. Over two academic years, 43 fourth-year dental hygiene students and 29 dental students received education on being a virtual provider for the helpline and participated in experiential rotations as virtual providers. This qualitative study explored undergraduate dental and dental hygiene students' perspectives on integrating an oral health helpline into their curriculum. METHODS: This project focuses on students' perspectives as part of a larger study employing constructivist grounded theory to develop a conceptual model for integrating an oral health helpline into a dental and dental hygiene school. Semi-structured individual interviews were conducted with 5 dental and 7 dental hygiene students, audio-recorded, transcribed verbatim and coded using NVivo 12 software. The coding process included initial, focused and theoretical coding, supported by constant comparative analysis. In initial coding, transcripts were reviewed for familiarisation and codes were generated by applying codes to concepts. Focused coding involved selecting a set of codes that were most prevalent and important to the analysis to develop categories that represent groups of codes. Theoretical coding consisted of refining the final categories and connecting the categories to each other. RESULTS: Three major themes emerged as follows: perceived usefulness, educational components and institutional context. The helpline education improved students' understanding of barriers to oral health care. Dental hygiene students gained confidence in phone communication and providing virtual services, while dental students improved their ability to address patient questions, navigate care and share community resources. Experiential learning was crucial for greater understanding, with students recommending in-person sessions, small group or one-on-one formats, organised resources and experienced instructors. Despite scheduling challenges, the helpline education could be integrated into existing relevant curriculum and distributed across academic years. CONCLUSION: Incorporating helpline education into dental programmes enhanced students' understanding of oral healthcare barriers, communications skills and ability to answer patient questions and share resources. This study's insights on helpline curriculum integration offer guidance for other dental programmes considering similar helpline initiatives.
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Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,001 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,000 | 0,000 |
| Bibliométrie | 0,001 | 0,000 |
| Études des sciences et des technologies | 0,000 | 0,000 |
| Communication savante | 0,000 | 0,001 |
| Science ouverte | 0,001 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,001 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,000 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».