Dental care utilization among developmentally disabled adolescents experiencing difficulty with decayed teeth: A population-level study.

AIMS: To determine if adolescents with developmental disabilities (DDs) who experienced difficulty with dental caries differed by dental visits in the past 12 months and receipt of preventive services (fluoride treatment and dental sealants) during those visits compared to adolescents with no DDs or difficulty with dental caries. METHODS AND RESULTS: A cross-sectional study was conducted using data of 91 196 adolescents aged 10-17 years from the 2016-2020 National Survey of Children's Health. Descriptive and bivariate statistics and multivariable regression models were conducted. We derived the odds ratio for visiting a dental office (OR: 0.76, 95% CI: 0.57-1.03, p = .07), receiving fluoride treatments (OR: 1.20, 95% CI: 1.01-1.43, p = .04), and dental sealants (OR: 1.44, 95% CI: 1.19-1.75, p < .001) for DD adolescents who experienced difficulty with dental caries compared to adolescents with no DDs or difficulty with dental caries. CONCLUSIONS: DD adolescents who experienced difficulty with dental caries were more likely to receive fluoride treatments and sealants during dental visits but were equally likely to have a dental visit in the past 12 months than adolescents with no DDs or difficulty with dental caries.

Pilot testing a predoctoral dental public health curriculum: reporting process and outcomes.

OBJECTIVES: The purpose of this study was to pilot test the predoctoral dental public health (DPH) curriculum developed by the American Association of Public Health Dentistry (AAPHD) in various US dental schools and dental hygiene programs. METHODS: Following the Lewy's theoretical framework, we used all three curriculum tryout methods (laboratory tryout, pilot tryout, and field tryout) for the pilot testing process. Open-ended questions on the structure, presentation, and content of the curriculum were sent to faculty pilot testing the DPH curriculum to obtain critical feedback and comments. RESULTS: Between Summer 2013 and Spring 2015, the curriculum was pilot tested in nine dental schools and seven dental hygiene programs with over 1,300 students. The majority of the comments from the faculty were favorable. Positive comments about the structure of the curriculum focused on the well-organized nature of the curriculum, the value of the instructor guide and speaker notes, rubrics, and the flow of the presentations. In terms of the content, faculty commented on the wide range of public health issues covered and the clarity of course and lecture objectives. Negative comments dealt with the level of detail, some confusing assignments, and outdated data. Problems identified in pilot testing were corrected in the final DPH curriculum. CONCLUSIONS: The curriculum was successfully utilized in varied formats and well received. Through AAPHD, this standardized DPH core curriculum is now available for widespread use at dental schools and dental hygiene programs.

Developing core dental public health competencies for predoctoral dental and dental hygiene students.

Dental professionals are an "underutilized" workforce, when it comes to advocating for prevention and wellness in populations. The goal of this HRSA-funded project is to develop dental public health (DPH) competencies and curriculum for US predoctoral dental and dental hygiene programs. These competencies and accompanying curriculum are designed to better prepare the oral health workforce to meet the needs of the entire population, including the chronically underserved, those challenged by poor health literacy, or communities encountering barriers to accessing oral health care. By increasing the DPH competency of all graduating dental providers, in population-based approaches to preventing oral diseases rather than the existing exclusive focus on treatment, the number of providers who can respond to a population or the public's unmet needs and challenges, both in private practices and publicly supported clinics, will increase. This paper describes the competency development process and the eight competencies that were identified.