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Integrating community service learning in undergraduate dental education : a controlled trial in a residential facility for people with intellectual disabilities

Inès Phlypo (UGent) , Jannick De Tobel (UGent) , Luc Marks (UGent) , Luc De Visschere (UGent) and Sebastiaan Koole (UGent)
(2018) SPECIAL CARE IN DENTISTRY. 38(4). p.201-207
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Abstract
Aims: The present report describes an oral health promotion project in a residential facility for people with intellectual disabilities as a strategy to implement community service learning in undergraduate dental education. Methods and Results: Two undergraduate students developed a project aimed to improve the oral health in residents with intellectual disabilities by educating caregivers. The impact was investigated by a pretest-posttest design, evaluating residents' plaque and gingival indexes and caregivers' knowledge, behavior, attitude, and self-efficacy. Findings demonstrated that within a semester, it was possible for students to obtain a limited but positive impact on the local community. Discussion and Conclusion: Based on the experiences at Ghent University, the following guidelines were suggested to implement service learning in a dental curriculum that renders both a positive impact on student learning and the local community : (1) integrate community service learning in multiple years in the curriculum; (2) use a stepwise approach from theory to exercises to extramural experiences; (3) create a partnership with a local organization; (4) organize long-term projects and annual follow-up to increase the impact; (5) involve supervisors from both the university and the local organization; and (6) establish an evidence based approach to benefit the quality of projects and to facilitate students to develop research competences.
Keywords
dental education, intellectual disability, oral health promotion, preventive dentistry, undergraduate teaching, RANDOMIZED CONTROLLED-TRIAL, ORAL-HEALTH, CARE, ATTITUDES, PROGRAM, IMPROVE

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MLA
Phlypo, Inès, Jannick De Tobel, Luc Marks, et al. “Integrating Community Service Learning in Undergraduate Dental Education : a Controlled Trial in a Residential Facility for People with Intellectual Disabilities.” SPECIAL CARE IN DENTISTRY 38.4 (2018): 201–207. Print.
APA
Phlypo, I., De Tobel, J., Marks, L., De Visschere, L., & Koole, S. (2018). Integrating community service learning in undergraduate dental education : a controlled trial in a residential facility for people with intellectual disabilities. SPECIAL CARE IN DENTISTRY, 38(4), 201–207.
Chicago author-date
Phlypo, Inès, Jannick De Tobel, Luc Marks, Luc De Visschere, and Sebastiaan Koole. 2018. “Integrating Community Service Learning in Undergraduate Dental Education : a Controlled Trial in a Residential Facility for People with Intellectual Disabilities.” Special Care in Dentistry 38 (4): 201–207.
Chicago author-date (all authors)
Phlypo, Inès, Jannick De Tobel, Luc Marks, Luc De Visschere, and Sebastiaan Koole. 2018. “Integrating Community Service Learning in Undergraduate Dental Education : a Controlled Trial in a Residential Facility for People with Intellectual Disabilities.” Special Care in Dentistry 38 (4): 201–207.
Vancouver
1.
Phlypo I, De Tobel J, Marks L, De Visschere L, Koole S. Integrating community service learning in undergraduate dental education : a controlled trial in a residential facility for people with intellectual disabilities. SPECIAL CARE IN DENTISTRY. 2018;38(4):201–7.
IEEE
[1]
I. Phlypo, J. De Tobel, L. Marks, L. De Visschere, and S. Koole, “Integrating community service learning in undergraduate dental education : a controlled trial in a residential facility for people with intellectual disabilities,” SPECIAL CARE IN DENTISTRY, vol. 38, no. 4, pp. 201–207, 2018.
@article{8564602,
  abstract     = {Aims: The present report describes an oral health promotion project in a residential facility for people with intellectual disabilities as a strategy to implement community service learning in undergraduate dental education. 
Methods and Results: Two undergraduate students developed a project aimed to improve the oral health in residents with intellectual disabilities by educating caregivers. The impact was investigated by a pretest-posttest design, evaluating residents' plaque and gingival indexes and caregivers' knowledge, behavior, attitude, and self-efficacy. Findings demonstrated that within a semester, it was possible for students to obtain a limited but positive impact on the local community. 
Discussion and Conclusion: Based on the experiences at Ghent University, the following guidelines were suggested to implement service learning in a dental curriculum that renders both a positive impact on student learning and the local community : (1) integrate community service learning in multiple years in the curriculum; (2) use a stepwise approach from theory to exercises to extramural experiences; (3) create a partnership with a local organization; (4) organize long-term projects and annual follow-up to increase the impact; (5) involve supervisors from both the university and the local organization; and (6) establish an evidence based approach to benefit the quality of projects and to facilitate students to develop research competences.},
  author       = {Phlypo, Inès and De Tobel, Jannick and Marks, Luc and De Visschere, Luc and Koole, Sebastiaan},
  issn         = {0275-1879},
  journal      = {SPECIAL CARE IN DENTISTRY},
  keywords     = {dental education,intellectual disability,oral health promotion,preventive dentistry,undergraduate teaching,RANDOMIZED CONTROLLED-TRIAL,ORAL-HEALTH,CARE,ATTITUDES,PROGRAM,IMPROVE},
  language     = {eng},
  number       = {4},
  pages        = {201--207},
  title        = {Integrating community service learning in undergraduate dental education : a controlled trial in a residential facility for people with intellectual disabilities},
  url          = {http://dx.doi.org/10.1111/scd.12298},
  volume       = {38},
  year         = {2018},
}

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