RESUMEN
Social determinants of health (SDH) impact the overall health and well-being of the entire population. It is imperative to train future health care professionals to develop an understanding of the impact of these determinants, so they can provide contextual treatment more conscious of the culturally, racially, and socioeconomically diverse populations they will care for during their careers. This article, the second in a series of American Dental Education Association Commission on Change and Innovation in Dental Education 2.0 white papers on SDH, introduces a conceptual framework adapted from the original framework presented by the National Academies of Science, Engineering, and Medicine that can be applied to predoctoral dental curricula. This framework is organized into three domains: education, organization, and community. The domains are explained, and examples of current implementation efforts at several academic dental institutions are provided to help dental educators envision how to incorporate these concepts into their own curricula.
Asunto(s)
Curriculum , Educación en Odontología/organización & administración , Determinantes Sociales de la Salud , Estados UnidosRESUMEN
Professional learning communities (PLCs) are defined as "a group of people sharing and critically interrogating their practice in an ongoing, reflective, collaborative, inclusive, learning-oriented, growth-promoting way." PLCs have been found to be an effective change management strategy in business and education when confronted by rapid change. The American Dental Education Association's Commission on Change and Innovation in Dental Education new national program-ADEA CCI 2.0-includes the development of a PLC. By employing an "engage and learn" model PLC centered on continuous quality improvement and systems thinking, dental faculty can identify internal and external barriers to change that could lead to innovative solutions to complex issues. This article argues that a PLC is a viable change management strategy to counteract the effect of multiple external forces impacting dental education and thus to develop future-ready faculty.
Asunto(s)
Educación en Odontología/métodos , Educación en Odontología/organización & administración , Procesos de Grupo , Humanos , Aprendizaje , Modelos Educacionales , Estados UnidosRESUMEN
On May 12, 2005, the inaugural meeting of the American Dental Education Association Commission on Change and Innovation in Dental Education (ADEA CCI) was convened. Comprised of thought leaders representative of dental education and practice, the ADEA CCI published groundbreaking white papers that effectively helped bring dental education across the threshold of the 21st century. Twelve years later, a new ADEA CCI has been convened-ADEA CCI 2.0. The ADEA CCI 2.0 is a broad-ranging, strategically interconnected, flexible, and multifarious community of stakeholders situated within and across all facets of oral health education and practice. Whereas the first iteration of the ADEA CCI made the case for change regarding revisions of the dental curriculum and learning environment, the ADEA CCI 2.0 will focus on external domains that are having a global impact on the content and delivery of health care and health professions education and, ultimately, how health care benefits people. The principal work of the ADEA CCI 2.0 will be to create educational and implementation resources and opportunities for dental educators to contemplate, investigate, and ultimately define the future needs of their academic dental institutions in this constantly changing world.