ArticlePloS one2020
Community as the teacher on issues of social responsibility, substance use, and queer health in dental education.
Article in PloS one, 2020. The graph could read no effect estimate from its abstract, so it casts no vote on the map. Cited by 11 papers.
What it found
Each row is one number read from the abstract, on the scale the paper reported it, with its interval. Left of the dashed line favours the treatment, right favours the comparator. Under each row is the sentence it came from. New to these charts? A ten-minute tutorial.
The abstract states no effect estimate the extractor could read, or names no intervention and outcome on the map, so this paper lights no cell and moves no belief. It is still indexed, cited and linked below.
The trial behind it
Trials whose registry record cites this paper, or whose number appears in the abstract. A trial that started after this paper was published is citing it as background, not reporting it.
Neither the registry nor the abstract names a trial number. If this is a trial report, that itself is worth knowing.
Who cites it
11 citing papers in PubMed.
- The Practices and Challenges of Indigenizing Dental and Dental Hygiene Education in Canada.Journal of dental education · 2026Article
- Educational strategies to enhance dental students' social responsibility: a scoping review.BMC medical education · 2025Article
- Caregivers' knowledge, attitudes and behaviour towards the daily oral care of bedridden patients in Chiang Rai, Thailand.Gerodontology · 2025Article
- Curriculum Indigenization in oral health professions' education worldwide: A scoping review.Journal of dental education · 2025Article
- Artificial intelligence, ChatGPT, and dental education: Implications for reflective assignments and qualitative research.Journal of dental education · 2024Article
- Problem-based learning curriculum disconnect on diversity, equitable representation, and inclusion.PloS one · 2024Article
- Students' appraisal of a preparedness model for the provision of oral health care during a pandemic.BMC oral health · 2022Article
- Data set and methodology involving pedagogical approaches to teach mental health and substance use in dental education.BMC research notes · 2022Article
- Predoctoral substance use disorders curricula: A survey analysis and experiential pedagogy.Journal of dental education · 2021Article
- The role of an educational vignette to teach dental students on issues of substance use and mental health disorders in patients at the University of British Columbia: an exploratory qualitative study.BMC medical education · 2021Article
- A preparedness model for the provision of oral health care during unfolding threats: the case of the covid-19 pandemic.BMC oral health · 2021Article
Corrections and comments
PubMed lists nothing against this paper. Absence here is not a guarantee, only a check that was made.
Authors and funding
10 authors.
Funding
No grant is acknowledged in the PubMed record.
Abstract
introductionIn order to foster dental and dental hygiene practices that are inclusive, sensitive to diversity, equitable, and without prejudice, a call to broadly teach cultural diversity within dental and dental hygiene education has been made. The research question of this study was "to what extent can an interactive and open dialogue about substance use, queer health, and social responsibility foster transformative learning?"
methodsA collaborative and interdisciplinary project engaged the community as a teacher over the Summer and Fall of 2019 to address issues of substance use, queer health, and social responsibility and was delivered to 55 first-year undergraduate dental and 23 third-year dental hygiene students over three educational sessions. Dental and dental hygiene students were asked to reflect, in writing, on each session using between 200 and 400 words. Textual information from students' self-reflections and from the community's feedback were analyzed thematically for content (e.g., codes and themes).
resultsIn total, 128 written reflections-for an average of 42 reflections per session-were gathered and analyzed interactively by the authors. Three major themes emerged: feeling privileged, breaking stereotypes, and coalescing learning. Feedback from the participating community members highlighted changes to be implemented in these sessions in the future, including more opportunities for small group activities in class.
conclusionsThe three major themes that emerged from the thematic analysis of the self-reflections and community member feedback (feeling privileged, breaking stereotypes, and coalescing leaning) further highlighted the impact of community-driven curricula on students' learning in regard to substance use, queer health, and social responsibility. Further work is critical to understand the impact of such a pedagogy on students' practices once they leave their undergraduate programs.
Indexed as
Identifiers
What OpenQuestion holds
Registered trials
Read under generation 80e0d062 · epoch 390. Bibliography from PubMed, PubMed Central and OpenAlex; grants from NIH RePORTER; trial links from ClinicalTrials.gov; estimates, votes and beliefs from the OpenQuestion graph.