TY - JOUR
T1 - A Competency Matrix for Global Oral Health
AU - Benzian, Habib
AU - Greenspan, John S.
AU - Barrow, Jane
AU - Hutter, Jeffrey W.
AU - Loomer, Peter M.
AU - Stauf, Nicole
AU - Perry, Dorothy A.
N1 - Funding Information:
In addition to the authors, other collaborators in the Global Oral Health Interest Group (GOHIG) of the Consortium of Universities for Global Health (CUGH) have been essential for this project. We are most grateful for the contributions of the following colleagues: for Group 1—Yvonne Kapila, University of Michigan School of Dentistry, Ann Arbor, MI, USA; Brittany Seymour, Harvard School of Dental Medicine and Harvard Global Health Institute, Boston, MA, USA; for Group 2—Lynn Bethel, formerly at Oral Health Office, Massachusetts Department of Public Health, Boston, MA, USA; Valli Meeks, University of Maryland School of Dentistry, Baltimore, MD, USA; John Morgan, Tufts University, Boston, MA, USA; Romesh Nalliah, Harvard School of Dental Medicine, Boston, MA, USA; for Group 3—Sandra Andrieu, Louisiana State University Health Science Center School of Dentistry, New Orleans, LA, USA; Wendy Mouradian, University of Washington School of Dentistry, Seattle, WA, USA; Leo Rouse, Howard University College of Dentistry, Washington, DC, USA; Brittany Seymour, Harvard School of Dental Medicine and Harvard Global Health Institute, Boston, MA, USA; Huw Thomas, Tufts University School of Dental Medicine, Boston, MA, USA; and for Group 4—Martin Hobdell, University College London, London, UK; Bella Monse, German Development Cooperation, Manila, Philippines; Julia Seyer, World Medical Association, Geneva, Switzerland; Lois Cohen, National Institute of Dental and Craniofacial Research, National Institutes of Health, Bethesda, MD, USA. For overall review of the draft competency matrix, we thank David M. Williams, Queen Mary University of London, London, UK.
Publisher Copyright:
© American Dental Education Association
PY - 2015/4/1
Y1 - 2015/4/1
N2 - The Lancet Commission on Education of Health Professionals for the 21st Century calls for enhancing health education for the needs and challenges of the 21st century to improve health status globally. To complement the Lancet report, this article makes recommendations for including core global health competencies in the education of health care professionals and specific groups of the public who are relevant to oral health in a global context in order to tackle the burden of oral diseases. Experts from various professional backgrounds developed global oral health competencies for four target groups: Group 1 was defined as dental students, residents/trainee specialists (or equivalent), and dentists; Group 2 was community health workers, dental hygienists, and dental therapists (or the equivalent); Group 3 was health professionals such as physicians, physician assistants, nurses, nurse practitioners, and pharmacists; and Group 4 was non-health professionals in the public arena such as parents, teachers, decision makers, key opinion leaders, and health and consumer advocates. Key competencies for members of each of the four target groups are presented in a matrix. The suggested competency matrix shows that many other health professions and groups in society have potentially crucial roles in the prevention, control, and management of oral diseases globally. Workforce models including a wider range of professionals working together as a team will be needed to tackle the burden of oral diseases in an integrated way in the broader context of non-communicable diseases. Further discussion and research should be conducted to validate or improve the competencies proposed here with regard to their relevance, appropriateness, and completeness.
AB - The Lancet Commission on Education of Health Professionals for the 21st Century calls for enhancing health education for the needs and challenges of the 21st century to improve health status globally. To complement the Lancet report, this article makes recommendations for including core global health competencies in the education of health care professionals and specific groups of the public who are relevant to oral health in a global context in order to tackle the burden of oral diseases. Experts from various professional backgrounds developed global oral health competencies for four target groups: Group 1 was defined as dental students, residents/trainee specialists (or equivalent), and dentists; Group 2 was community health workers, dental hygienists, and dental therapists (or the equivalent); Group 3 was health professionals such as physicians, physician assistants, nurses, nurse practitioners, and pharmacists; and Group 4 was non-health professionals in the public arena such as parents, teachers, decision makers, key opinion leaders, and health and consumer advocates. Key competencies for members of each of the four target groups are presented in a matrix. The suggested competency matrix shows that many other health professions and groups in society have potentially crucial roles in the prevention, control, and management of oral diseases globally. Workforce models including a wider range of professionals working together as a team will be needed to tackle the burden of oral diseases in an integrated way in the broader context of non-communicable diseases. Further discussion and research should be conducted to validate or improve the competencies proposed here with regard to their relevance, appropriateness, and completeness.
KW - competencies for global oral health
KW - dental education
KW - global health professionals
KW - global oral health
KW - health personnel
KW - health professions education
KW - interprofessional education
KW - oral health
UR - http://www.scopus.com/inward/record.url?scp=84930518256&partnerID=8YFLogxK
UR - http://www.scopus.com/inward/citedby.url?scp=84930518256&partnerID=8YFLogxK
U2 - 10.1002/j.0022-0337.2015.79.4.tb05891.x
DO - 10.1002/j.0022-0337.2015.79.4.tb05891.x
M3 - Article
C2 - 25838005
AN - SCOPUS:84930518256
SN - 0022-0337
VL - 79
SP - 353
EP - 361
JO - Journal of dental education
JF - Journal of dental education
IS - 4
ER -