Qualifying Dental Programs For Internationally-Trained Dentists: Insights From A Scoping Review And Instructor Perspectives
Creators: Midha, Riya
Publisher: name: University of Alberta Library
Year: 2024

<p>Background- The integration of Internationally-trained dentists (ITDs) into the dental workforce of host countries is essential for addressing workforce shortages and enhancing the diversity of dental care. According to the World Health Organization (WHO), there is a global shortage of health professionals, including dentists, with low- and middle-income countries being the most affected. In Canada, it is estimated that about 21% of the dental workforce consists of ITDs, highlighting the significant role they<br>
play in the national healthcare system. Qualifying dental programs are designed to help ITDs meet the standards of dental care expected in their host countries. Despite the increasing number of studies on this topic, a comprehensive understanding of ITDs&#39; performance and experiences in these programs remains limited. For instance, a study conducted in the United States found that ITDs often face unique challenges, such as cultural disparities and language barriers, which can impact their performance. Additionally, the perspectives of instructors on the clinical performance of advanced placement (AP) students, who are often ITDs, have not been extensively explored. Understanding both the literature on ITDs and instructors’ insights is crucial for identifying strengths, limitations, and areas for improvement in qualifying dental programs. This thesis aims to comprehensively explore the clinical performance of ITDs enrolled in qualifying dental programs and to understand instructors&#39; perspectives on the performance of advanced placement (AP) students in these programs. The study focuses on identifying<br>
strengths, limitations, and recommendations for improvement in the training and integration of ITDs.<br>
Methods- The ethics approval for this study was obtained from the University of Alberta Research Ethics Board (Ethics approval # Pro00114218). First, we conducted a scoping review guided by Arksey and O’Malley’s framework, with no restrictions on time period and study design. Four electronic databases (PubMed, ERIC, Scopus, and ProQuest) were searched for relevant studies, and reference lists of selected papers were checked to complement the search. Two independent reviewers screened eligible papers and extracted relevant data. The second part is a qualitative study using a qualitative description design. Twelve full-time clinical instructors involved in the delivery of the DDS Advanced Placement program at the University of Alberta were purposefully selected using maximum variation sampling. Data were collected through individual, semi-structured interviews via Zoom and analyzed using inductive, manifest content analysis.<br>
Results- The scoping review included 15 papers: 2 reviews and 13 primary studies, predominantly<br>
conducted in the US and Canada. Key findings highlighted that most qualifying programs are undergraduate level with a duration of 2 years, and ITDs are mostly from India. Significant predictors of academic and clinical performance were English language scores and NBDE I score. Challenges faced by ITDs included cultural disparities, language barriers, financial constraints, and immigration issues.<br>
The qualitative study involved interviews with 12 instructors (3 males and 9 females, aged 30 to 70 years). Notable strengths of AP students included enthusiasm and dedication. However, areas for improvement were identified, such as clinical skills in composite tooth preparation, hand skills, and radiographic interpretation. Instructors recommended comprehensive initial assessments, earlier integration into the program, preclinical sessions tailored to learning needs, and ongoing cultural training.<br>
Conclusion- There is a growing body of literature on ITDs in qualifying dental programs, but more evidence is needed to understand their performance and experiences fully. Qualifying dental programs should continuously assess and support the clinical performance of AP students. The effectiveness and feasibility of instructors’ recommendations require further investigation. Data from these efforts will be crucial in refining educational strategies and support systems for ITDs.</p>