Curriculum Guidelines for Social and Behavioral Sciences in Predoctoral Dental Education
Cameron L. Randall, Casey D. Wright, Dolores Cannella, Jessica G. Hinz, Daniel W. McNeil, Drashty P. Mody, Gary Pape, Yun Saksena, Vaishali Singhal, Lance Brendan Young, Stuart M. SchraderABSTRACT
Social and behavioral sciences are an integral part of predoctoral dental education, given the important role of social and behavioral factors in oral health, dentist‐patient communication, the provision of person‐centered care, and patients’ experience of dental treatment and their treatment outcomes. The most recent curriculum guidelines in this area were published more than 30 years ago. Given the significant advances made in research, theory, and application since then, as well as the evolution of accreditation standards, the aim of this project was to provide updated curriculum guidelines. Twenty‐one experts participated in a modified Delphi technique to reach agreement on the definition of “behavioral science” and recommended topics, teaching/assessment methods, and other curricular considerations for effective and contemporary instruction in social and behavioral sciences as applied to dentistry and oral health. There was expert consensus on seven guidelines, which are presented here along with corresponding explanations and lists of topics that should be included in curricula to facilitate alignment with the guidelines. Expert consensus was also found for related prerequisites, instruction and assessment approaches, teaching facilities, and integration with other parts of the predoctoral dental curriculum. These updated curriculum guidelines have the potential to advance dental education and the practice of dentistry by fostering effective holistic care.