Australian dental school academics' perceptions of gerodontology education in the undergraduate curriculum

Abstract

AbstractIntroductionAustralia's rapidly growing population of dentate, frail, care‐dependent older people require graduates skilled in managing the health needs of this patient group. The perceptions of academics teaching gerodontology may inform future dental curricula recommendations. This study explored the perceptions of gerodontology education amongst Australian dental school academics.Materials and MethodsAll nine Australian dental schools providing entry‐to‐practice dentistry programs were invited to participate in semi‐structured interviews. Academics from six dentistry programs took part, and the data were analysed using a thematic approach.ResultsThe three main themes identified from interviews included ‘clinical exposure’, ‘organisational levers’, and ‘sociological barriers’. The attitudes of students, as well as society and health professionals, were seen as strongly influential in preparing the workforce for managing the oral health of older people. The themes inter‐linked with a knock‐on effect where societal attitudes and organisational levers impact on the ability to successfully support students' preparation for gerodontology practice. Limited resources were barriers to achieving ideal learning and teaching and continued upon graduation as oral health care for older people was perceived as undervalued and under‐resourced.ConclusionThere has been a continued cycle of failure in healthcare schemes and advocacy for the improvement of oral health for older people which has contributed to the inadequate preparation of dental graduates for managing frail and care‐dependent older people. Organisational, societal, and political change is needed to support the education of dental students in this area to ensure graduate dentists are competent to manage the oral care needs of this growing population.