Journal Article Epublish
PubMed: 42041692 DOI: 10.3390/dj14040238
Evaluating Undergraduate Dental Curricula on Oral Health Care for Autistic Persons in Australia and New Zealand-A Cross-Sectional Study.
Dent J (Basel) 14(4)
Authors: Jayne Jones, Dileep Sharma, Kuang-Yin Chu, Elysa Roberts, Deborah Cockrell
Affiliations
- Discipline of Oral Health, School of Health Sciences, College of Health, Medicine and Wellbeing, University of Newcastle, Ourimbah, NSW 2258, Australia.
- Department of Periodontology, Dr. D. Y. Patil Dental College and Hospital, Dr. D. Y. Patil Vidyapeeth, Pune 411 018, India.
- Faculty of Dentistry, SEGi University, Petaling Jaya 47810, Malaysia.
- Discipline of Occupational Therapy, College of Health, Medicine and Wellbeing, University of Newcastle, Callaghan, NSW 2308, Australia.
Abstract
Introduction: Persons diagnosed with Autism Spectrum Disorder (ASD) require adaptations to dental care that many undergraduate programmes may not explicitly treat. This cross-sectional pilot study assessed the extent of ASD-related content in Australia and New Zealand (ANZ) dental and oral health curricula and explored Oral Health Therapy students' knowledge and self-efficacy. Methods: Online surveys of academic staff across ANZ programmes and Bachelor of Oral Health Therapy students at the University of Newcastle were conducted. Quantitative data was summarised descriptively, and free text responses underwent thematic analysis. Results: Fifteen educator responses (8% of 178 invitees) suggest limited ASD-specific teaching and minimal use of simulation-based education. Among 38 student responses (from one institution), knowledge was generally foundational, but misconceptions persisted and no respondents reported high confidence in providing oral health care for Autistic patients. Interest in further training was high. Conclusions: Within the constraints of low response rates and a single institution student sample, these preliminary findings suggest opportunities to strengthen Autism-related teaching, particularly sensory adaptations, communication strategies, and experiential learning. Inferences should be considered exploratory and hypothesis generating. Limitations: Low educator responses and potential response bias due to limited external validity from a single student cohort.
MeSH
Oral Health, Cross-Sectional Studies, Education, Dental, Autism Spectrum Disorder, Teaching, Simulation Training, Curriculum, Surveys And Questionnaires