Canadian Journal of Dental Hygiene (CJDH)

Background: Individuals with mental disorders have a significant risk of experiencing a deterioration in their oral health due to several factors. This crosssectional descriptive study aimed to evaluate the influence of socioeconomic and behavioral factors on the caries experience of adults with mental disorders in a large Brazilian metropolis. Methods: A total of 753 adults diagnosed with schizophrenia or depression participated in the study. They were users of 10 public mental health outpatient clinics located in the city of São Paulo, Brazil. These adults provided data on socioeconomic characteristics, medication use, and behaviours related to general and oral health. Oral heath examinations were conducted to evaluate dental plaque and caries experience. Results: It was observed that the chance of presenting decayed, missing due to caries, and filled teeth (DMFT) above the sample median was significantly higher among older individuals (OR = 11.62; 95% CI: 8.11–16.66), those with lower education levels (OR = 1.76; 95% CI: 1.23–2.53), those who used tobacco 3 or more times per week (OR = 1.74; 95% CI: 1.18–2.56) and those with a higher biofilm index (OR = 1.45; 95% CI: 1.01–2.09), p < 0.05. The DMFT index (mean ± SD) was 15.3 ± 8.4 for individuals with schizophrenia and 15.8 ± 8.3 for individuals with depression. Mean plaque index was 2.81 for participants with schizophrenia and 2 for participants with depression. Conclusion: The sample of Brazilian adults with mental disorders had poor oral health, which was associated with socioeconomic, behavioural, and oral factors.

Background: Oncostatin M (OSM), a 28 kDa glycoprotein 130 pleiotropic cytokine belonging to the interleukin-6 (IL-6) family, is mainly produced by neutrophils, activated T cells, monocytes, and macrophages. In response to tissue injury, it may stimulate the production of IL-6 alone or act synergistically with IL-6 or TNF-a contributing to the inflammatory cycle. Periodontitis is an inflammatory disease resulting from a dysbiotic bacterial community, which has a strong association with increased OSM production. Objectives: To investigate and compare the levels of salivary and serum OSM in healthy subjects and subjects with periodontitis. Materials and methods: Eighty-eight (88) individuals between the ages of 25 and 60 years were divided into 2 groups of 44: a periodontally healthy group (Group A) and a periodontitis group (Group B) based on clinical examination and radiographic analysis. Evaluation of salivary and serum OSM by enzyme-linked immunosorbent assay (ELISA) was performed in both groups. Results: There was a significant difference in OSM levels between Groups A and B (p < 0.01), with higher values in Group B. There was a positive correlation between the clinical parameters and OSM levels, indicating that OSM plays a significant role in modulating the inflammatory response of periodontal tissues. Conclusion: The expression of cytokine OSM may play a potential role in the immunopathogenesis of periodontitis, suggesting a role as an inflammatory diagnostic marker.

Introduction: Community-based rehabilitation (CBR) centres in Malaysia were established to enhance the quality of life of persons with disabilities (PWDs), including their health care. It is unknown to what extent PWDs have been taught about oral health care at CBR centres. Objective: This qualitative study investigated the perceptions of CBR managers regarding the level of training in oral health care received by CBR workers, the current oral health care program for PWDs, and the barriers and enablers in providing oral health education, care, and services for PWDs in CBR centres. Methods: A semi-structured interview questionnaire and face-to-face in-depth interviews were conducted with CBR managers (n = 9) from 9 districts in Kuala Lumpur and Selangor, Malaysia, to seek their views on the focus topics. Audiorecorded interviews were transcribed verbatim, and transcripts were analysed in MAXQDA software. Qualitative data were analysed via thematic analysis. Results: Interview content analysis revealed 4 themes, 11 subthemes, and 13 codes. The 4 identified themes were oral health care education and training for CBR workers, oral health care programs and protocol for CBR trainees (PWDs), barriers and enablers to care. Conclusion: In all CBR centres, CBR workers and PWDs receive an oral health presentation, training in oral health care, and are provided with treatment by a dentist assigned by the Ministry of Health. No specific programs, training or special courses were provided by the Department of Social Welfare. Several personal, professional, and social factors were identified as affecting the provision of oral health care to the PWDs.

Background: Combining visual thinking and storytelling makes whiteboard animation an effective educational tool. However, the impact of whiteboard animation is understudied in health science education. This literature review explored the use and impact of whiteboard animation on teaching in health science education. Method: A comprehensive electronic literature search was conducted in 5 databases: PubMed, Google Scholar, CINAHL, Web of Science, and Education Research Complete to identify fulltext research articles published in English between 2013 and 2024. Articles were screened to match inclusion criteria, and data were extracted from the eligible studies. Results: After 2 rounds of screening, 6 articles were included in the review, all focussing on evaluating the impact of whiteboard animations in dental, medical, and other health science education. All studies reported positive impacts on student satisfaction and knowledge acquisition. A correlation between the number of video views and students’ longitudinal exam performance was also reported. Discussion and Conclusion: The concise and engaging animations explaining concepts in a storytelling manner offer an alternative mode of presenting teaching material, reducing extrinsic cognitive loads on the learners. Further studies are needed to evaluate the impact of this powerful tool on health science education.

Background: The influence of prebiotics and probiotics on oral microbiome composition, addressing dysbiosis, and aiding in the regulation of the immune– inflammatory response has recently been discussed. The objective of this scoping review is to explore current literature that examines the use of prebiotics and probiotics as adjunctive therapy for the treatment of periodontal disease with the intent to identify gaps in the literature to inform future research and dental hygiene practice. Methods: This review was conducted from December 2022 to August 2023 using the Arksey and O’Malley approach and PRISMA-ScR guidelines. Three databases were searched using combinations of keywords. Only peer-reviewed human/in vitro studies published in the last 10 years were included. Results: The search retrieved 204 articles. Duplicates were removed, titles and abstracts screened, and the full text of 80 articles examined, resulting in the inclusion of 19 articles. Discussion and Conclusion: Most of the included literature indicated that probiotics have a positive impact on periodontal health as evidenced by changes in periodontal disease parameters. Future research should further examine various modes of administration and dosages. The effects of specific prebiotic and probiotic strains on specific pathogenic bacteria in conjunction with non-surgical periodontal therapy should also be further explored.

Background: Recently, an increasing number of immigrants and asylum seekers and refugees (ASRs) have settled in both Canada and the United States. The poor oral health status prevalent among this population is a significant issue. Oral health professionals in both countries should understand newcomers’ experiences with oral health care services to become more culturally competent. This narrative review aims to explore the experiences of immigrants and ASRs with oral health care in Canada and the United States and identify research gaps for future qualitative studies. Methods: This review was conducted from January to April 2024 using Arksey and O’Malley’s framework and the PRISMA-ScR guideline. Four electronic databases (PubMed, CINAHL, DOSS, and EMBASE) were searched using keywords grouped under 2 themes: “immigrants” and “oral health service.” Only peer-reviewed qualitative articles published in English within the last 10 years were selected. Results: Of 1349 original studies identified, 8 articles were included and reviewed. Three main themes emerged from newcomers’ perspectives on their experience with oral health care in Canada and the United States: quality of care and professional behaviours, concerns about pediatric oral health care, and challenges in accessing care. Discussion and Conclusion: There is a need to improve cultural sensitivity and cross-cultural communication skills curricula in professional oral health education. Furthermore, making dental insurance more affordable, clarifying coverage for newcomers, and promoting collaboration between stakeholders and policymakers are essential to addressing the oral health concerns of immigrants and ASRs. Future research should prioritize primary interviews to gain more insights into newcomers’ experiences when accessing oral health care.

In 2008, Alberta registered dental hygienists received authorization to prescribe specific Schedule 1 drugs for dental hygiene care upon completion of an education course approved by the regulatory body. This descriptive, cross-sectional study used an online survey delivered via REDCap to gather information on the prescribing practices of eligible dental hygienists, as well as the barriers they encountered when writing prescriptions. The research team developed the survey with closed and open-ended questions using existing literature and research team content expertise. Five dental hygienists with knowledge and expertise in prescribing assessed validity; the regulatory body provided feedback on the survey. The survey was launched in October 2023 and remained open for 3 weeks. Descriptive analysis was completed using JASP. Surveys were received from 85/217 eligible respondents (39% response rate). Sixty-three percent of respondents (48/76; data missing for 9 respondents) had written prescriptions. Respondents reported that prescribing was extremely/very (48%) or reasonably/somewhat (44%) valuable to their clinical practice. When needed, respondents collaborated on prescription writing with dentists, pharmacists, and other dental hygienists. Dental hygienists reported the most confidence in prescribing anti-infective agents (60%), antibiotics for prophylaxis (60%), antivirals (41%), and lesser confidence with antifungals (28%), topical corticosteroids (18%), and pilocarpine for Sjögren’s syndrome (14%). Barriers to prescribing were experienced by 44% of respondents, who highlighted resistance by the dentist to allowing dental hygienists to write prescriptions, limited functionality of office software programs that don't recognize dental hygienists as prescribers, and decreasing confidence of dental hygienists due to office restrictions or lack of need to write a prescription. Understanding dental hygienists’ frequency of use and confidence in their prescribing practice can contribute to further refinements of their role to support increased use of the restricted activity in practice. Barriers to prescribing experienced by dental hygienists illustrate a need for further development in their ability to advocate for their full practice role.

Patients and dentists have increasingly accepted dental implants to restore edentulous spaces. Daily care for dental implants is more complex and vital to promote implant longevity and health. Research is limited on dental implant status in residents of continuing care (CC) or independent living facilities. This pilot study assessed the oral health status of older adults with and without dental implants living in CC or independent facilities in Alberta. Two registered dental hygienists and a dental hygiene student collected the data using the Canadian Oral Health Screening Tool for Seniors (COHSTS) from July to November 2023. Data collected examined mobility, plaque, bleeding, and suppuration around dental implants and the status of soft tissues, prostheses, dentition, saliva, and pain. Data analysis was completed with descriptive statistics. Ninety-seven (97) participants were included in the study; 82 from CC and 15 from independent living. Six participants had dental implants, with a total of 43 dental implants. Forty-one implant sites (95.3%) had plaque, and 13 implant sites (30.2%) exhibited bleeding of surrounding gingival tissue. Eighty participants (82.5%) had some natural teeth, and 75 participants (93.8%) had the presence of plaque, calculus, and food debris around their natural teeth. Nearly all participants, with and without implants, had high plaque levels. Plaque is a modifiable factor in the disease progression of implants. Unlike natural teeth, dental implants are not a naturally occurring substance. Therefore, they are more susceptible to inflammatory conditions that may lead to dental implant loss. Oral health practitioners should prioritize educating patients on home care techniques before the placement of dental implants to reduce disease risk. Lastly, dental implants should be identified upon admission into CC to ensure care staff are flagged to the specialized care dental implants require.

The war in Ukraine has resulted in a mass exodus of Ukrainians from their country. Many have sought resettlement in Canada. There is a lack of research, particularly qualitative, on the oral health care experiences of newcomers to Canada both in their country of origin and once in Canada. The increase in Ukrainian newcomers to Canada requires an exploration of barriers to and facilitators of access to oral health care to inform policy. Utilizing a narrative qualitative methodology, in-depth, semistructured interviews were conducted, audiorecorded, and transcribed verbatim. The transcribed data were read, reread, and coded line-by-line inductively and deductively and analysed thematically. Codes were grouped by 3 reviewers to form categories and themes. Participants identified facilitators of oral health care that included friends and family, social networks, and information provided through the workplace. Barriers to access included cost, referral process, location and wait times for specialists, language, and lack of understanding of the oral health care and dental insurance systems in Canada. Ukrainian newcomers to Nova Scotia face several barriers to oral health care. Interventions to address these barriers should be considered to ensure equitable access to oral health care services during the resettlement process.

Development of a strong professional identity early in the training and education of dental hygiene students can contribute to the development of their interprofessional identity in the workplace. Other health professions report extensively on professional identity. However, little is known about professional identity development among dental hygiene students. This scoping review sought to determine what is currently known about professional identity and the link between professional and interprofessional identity specifically among dental hygiene students. Using Arksey and O’Malley’s scoping review framework and Levac’s modified framework, the following 8 databases were searched: Medline/PubMed, CINAHL Plus, Cochrane Library, EMBASE, Scopus, ProQuest Dissertations & Theses, Google, and Google Scholar. A health sciences librarian guided the development and implementation of the search algorithm. Studies were limited to those involving dental hygiene students, quantitative and qualitative studies, and those available in English. From 2657 identified articles after duplicates were removed, 24 were full-text reviewed, resulting in 12 studies that met the inclusion criteria and were reviewed independently by 2 reviewers followed by data extraction. Four themes were identified: 1) confidence through learning/practice opportunities; 2) perceived value in the dental hygiene profession; 3) understanding professional roles; and 4) perceived value of dental hygienists in interdisciplinary experiences. Dental hygiene curricula should be purposeful in designing learning activities to support the development of dental hygiene professional identity and ensure that appropriate guidance is available to students during interprofessional learning experiences. Future research is needed to examine how a student’s professional identity evolves across the program, following graduation, and entering practice.

Interprofessional education for collaborative practice (IPECP) in pre-licensure education promotes professional and interprofessional socialization. Within IPECP, students develop understanding of their professional role and begin forming an interprofessional identity where collaborative attitudes, behaviours, and skills are cultivated. It is not well understood how oral health students are involved in IPECP and prepared for collaborative practice. This review assessed the literature on IPECP models used within oral health pre-licensure education, guided by the research questions: 1) What IPECP experiences enable professional/interprofessional socialization and interprofessional identity development? 2) What IPECP experiences best enable developing collaborative skills, behaviours, and readiness for collaborative practice? This review was conducted in accordance with JBI methodology for scoping reviews, PRISMA-ScR, and used an a priori protocol. CINAHL, DOSS, PubMed, and APA PsychInfo databases were searched. Peer-reviewed articles, published within the last 10 years, in English, and specific to IPECP models used in pre-licensure education of oral health students were eligible. Articles (N = 321) were screened by 2 reviewers for title/abstract, followed by full-text review using a critical appraisal tool. Twentyeight (28) articles were included in the study. IPECP models included case studies, simulation, and clinical practice/ service-learning. Hybrid experiences that provided socialization opportunities and experiential learning were most impactful for understanding professional roles and scopes. IPECP beyond a single event/timepoint enabled development of collaborative skills and behaviours. Longitudinal exposure to IPECP enhanced students’ preparedness for collaborative practice. However, siloed education of students persists, challenging interprofessional identity development. Increased integration of oral health students into health professions IPECP is needed. Revision of IPECP curricular materials to enable students to explore their professional contributions to interprofessional teams is required. IPECP for developing an interprofessional identity in oral health students remains understudied; longitudinal and qualitative analyses are needed to inform impacts and development.

There are notable gaps in health research arising from a failure to reflect population demographics and the diversity of Indigenous peoples in Canada. Notably, Métis people are a distinct Indigenous population in Canada, yet their experiences of health are under-represented across many health disciplines, including oral health. The purpose of this study was to co-create a deeper understanding of the oral health experiences and perceptions of a Métis women’s kinship group in northeastern Alberta. Approaching this study through an Indigenous research methodology, Keeoukaywin, the Métis researcher visited with 10 women in her kinship network in northeastern Alberta. Consent was obtained and individual and group visiting sessions were audiorecorded and transcribed. Collaborative story analysis through a culturally relevant framework of Métis rug braiding synthesized the co-created meaning of the knowledge holders’ experiential knowledge into a braided rug of understanding. The 4 braids represented the kinship group’s attitudes and beliefs about oral health, selfidentified barriers and facilitators to oral health, and their vision for oral health and oral health care delivery for Métis people. These knowledge holders held holistic beliefs and pragmatic and adaptive attitudes towards oral health. They identified geographic, food, water, and financial resource limitations as well as racism as barriers to oral health. Facilitators to oral health included knowledge transmission supported by Métis women’s kinship systems and ways of being. This study provided a descriptive understanding of attitudes and beliefs, barriers, and enablers Métis women in this community hold towards oral health for themselves and their families. The findings addressed individual and cultural promotive factors facilitating oral health, such as women’s cultural wellness and visioning for relational, culturally safe service provision. The study is limited to one Métis women’s kinship group and does not speak for all Métis women. However, the stories gathered resonate with emerging Métis-specific, community-led health literature.

This project, using focus groups and a national online survey, investigated the levels of interest in and barriers to pursuing further education among Canadian dental hygienists who practised with a diploma as their highest educational credential. A mixed-methods approach was employed first with focus groups to supplement answer options for the online national study that followed. The online survey was distributed to eligible CDHA members. In addition to collecting demographic information, the online survey inquired into levels of interest in and barriers to pursuing further education. Quantitative data were analysed using SPSS version 28.0 software; qualitative data, using Saldaña’s approach of assigning descriptive and in-vivo coding. Of 918 dental hygiene respondents, 553 (60%) expressed an interest in pursuing further education. Barriers to pursuing further education in thematic prevalence were time (56%), finances (53%), family commitments (51%), work responsibilities (48%), stress and/or anxiety of returning to school (40%), accessibility (34%), unfamiliarity with existing programs (34%), lack of awareness of eligibility (32%), competitive application process (27%), employer support (25%), family support (18%), completing online courses and/or using technology is intimidating (18%), and reliable internet service (13%). Levels of interest in and barriers to pursuing further education were compared with surveyed demographics to determine correlation. Findings from this study may inform CDHA, provincial associations, and educational institutions about ways to reduce the identified barriers and facilitate the furthering of degree education for Canadian dental hygienists.

Admission processes are multifaceted, evaluating candidates academically and personally through supplemental applications and multiple mini-interviews (MMI), which are crucial for assessing non-cognitive attributes essential for health care professionals. To ensure equity and fairness, understanding the influences of demographic factors on admissions is imperative. This study analysed how demographic factors impact admissions into The University of British Columbia’s Dental Hygiene Degree Program (DHDP). A retrospective cohort analysis was conducted on admission data from 3 cohorts of the DHDP: 2021, 2022, and 2023. The dataset included demographic variables such as gender, age, origin, and educational level, as well as academic metrics such as grade point average (GPA), supplemental scores, MMI scores, and acceptance status. The project received an exemption from the institution’s behavioural research ethics board. Statistical analyses were conducted using IBM® SPSS to assess the impact of these variables on admission outcomes. Changes in application rates and eligibility criteria were observed over the 3 admission years. The candidates represented a diverse demographic, with females aged 18 to 22 years comprising the majority. Notably, superior performance in GPA and supplemental scores were exhibited by secondary students, while postsecondary candidates excelled in the MMI, likely due to their greater academic and life experiences. No significant biases against gender or educational background were found, suggesting fairness in the admissions process. However, a significant association (p = 0.019) was noted in the 2021 cohort between applicants’ origin and acceptance. The higher acceptance rate for domestic candidates could be attributed to the impact of the COVID-19 pandemic on international travel. The admissions process demonstrates a commitment to equity, with no discernible biases. The observed reversal in performance between secondary and post-secondary students across application phases underscores the complexity of admission dynamics, providing valuable insights for transparency in the selection process.

Interprofessional collaboration has been recognized as valuable for enhancing the effectiveness of health care systems. It holds significant potential as an innovative strategy for addressing challenges within the health care model and workforce, ultimately contributing to the strengthening of the health system and the improvement of outcomes. The objective of this study was to evaluate the potential impact of a prenatal care protocol on interprofessional collaboration and oral health-related quality of life. The patients were predominantly young and had either incomplete or complete high school education, with no significant differences observed between the test and control groups. Pregnant women in the intervention group demonstrated a greater perception of interprofessional collaboration compared to those in the control group. Furthermore, self-rated oral health and oral health-related quality of life showed improvement post-intervention. The intervention fostered team empowerment, resulting in a reorientation of the work process with increased involvement and collaborative professional interaction, supported by the performance of dental hygienists. The service organization protocol, despite initially causing tensions, ultimately resulted in positive effects on interprofessional collaboration and oral health-related quality of life. These findings underscore the importance of dental hygienists in integrating activities between oral health and multidisciplinary teams, thereby enhancing oral health-related quality of life, and promoting interprofessional collaboration.

Interprofessional peer-to-peer (IP-P2P) pedagogy involves students from different health care disciplines with no formal teaching experience teaching peers with a similar education level. Students learn with, from, and about each other. This study assessed changes in dental hygiene students’ knowledge, skills, and perceptions of nutrition education before and after implementation of an IP-P2P educational model at The University of British Columbia (UBC). A pre/post study design examined changes in students’ knowledge, skills, and perceptions from baseline traditional lecture-style classes (2019–2020) to postimplementation of phases 1 (2020–2021) and 2 (2021–2022) of a new technology-enhanced blended IP-P2P curriculum. Phase 1 included viewing, discussing, and assessing nutrition knowledge using video-based case studies online; phase 2 added a P2P component to the video-based cases. UBC’s Behavioural Research Ethics Board (H20-00358) approved this project. A 5-point Likert scale was used in the baseline (n = 23) and phase 1 (n = 25) surveys that showed a range of responses to 15 variables, including dental hygiene students’ working knowledge of nutrition, attitudes towards peer-to-peer education, and ability to work on interdisciplinary health care teams. The statements in phase 1 with highest agreement were as follows: I had to prepare for class to be successful (p = 0.006); Teaching and learning methods promoted understanding and application of key concepts (p = 0.042); and Course work facilitated critical thinking and problem solving (p = 0.001). In phase 2, all respondents reported positively to the IPP2P component added to the curriculum. Open-ended comments from all 3 years of students recommended more opportunities for case discussions and interactions in the IP-P2P component to better understand scopes of practice. Students’ responses indicated the blended curriculum improved student outcomes while retaining interest in both online and classroom settings. The addition of the IP-P2P model encouraged interprofessional collaboration among health care students while developing their problemsolving skills.

During the COVID-19 pandemic, educators moved their lectures online, yet passive teaching methods resulted in student disengagement. In response, course materials were redesigned to support a hybrid teaching approach, with interactive modules geared towards increasing engagement and critical thinking and enhancing personalized learning. This study aimed to assess the effectiveness of newly developed interactive preclinical learning modules in enhancing student engagement and knowledge retention in the Dental Hygiene Degree Program (DHDP) at The University of British Columbia (UBC). A pre/post-study design evaluated the impact of an interactive curriculum on second-year DHDP students. Data from 2 cohorts, before (2023) and after (2024) module implementation, were compared. Interactive modules were designed using the Universal Design for Learning principles and H5P for interactive multimedia. The study examined changes in students’ knowledge retention and engagement and overall learning experiences. This project was approved by UBC’s Behavioural Research Ethics Board (H23-01154). Prevalidated surveys using UBC’s Qualtrics Survey tool assessed dental hygiene students’ online course satisfaction using a 5-point Likert scale across 32 variables. In 2023, 12.5% rated online learning as poor, with 50% of students expressing dissatisfaction with online learning compared to face-to-face. However, 50% of the 2024 cohort rated the enhanced learning modules as good, with 6.3% rating them as excellent. Interestingly, participants aged 20 years and older tended to rate the interactive modules higher (p = 0.0308), emphasizing the importance of frequent participation in online learning (p = 0.0150). Cohort differences were observed in readiness for hands-on training, with the 2024 cohort demonstrating higher levels of agreement. Additionally, both cohorts valued realistic scenarios and faculty interaction in synchronous sessions. Students prefer interactive multimedia modules for increased engagement and application of knowledge in preparation for clinical practice. Findings underscore the need to adapt teaching methods to cater to diverse learner preferences and the evolving landscape of online education.

Interprofessional education (IPE) promotes a team-based approach, lifelong collaboration in the profession, and integration of dental hygienists into primary health care teams, connecting oral health to overall health. This study aimed to identify dental hygiene students’ perceptions of collaborating with other health professionals in providing care. It involved dental hygiene students attending an interprofessional workshop where they were tasked to work on a case study in a team with students from other health professions. Data were collected from student reflections on the workshop from 2022 to 2024. Thematic analysis was used to examine the data, allowing the researchers to identify, analyse, and report patterns. Interrelated themes emerged from student reflections: • increased understanding of roles and responsibilities of different disciplines • increased awareness of the interdisciplinary approach to improving overall patient health • lack of value accorded to dental hygiene by other health professions • development of interpersonal communication skills • need for additional interprofessional experiences The findings suggest that dental hygiene students would like more opportunities to practise team roles and work directly with students in other disciplines. IPE opportunities should be introduced early in students’ education to develop a foundation for interprofessional collaboration and continued emphasis on IPE activities. Interprofessional activities are needed in curricula across the health professions to support future collaboration and quality patient care. The dental hygienist’s role in attaining overall systemic health would be valued through IPE and interprofessional collaboration.

Students frequently hear about the importance of their wellness but translating words into action for a salutogenic learning environment demands more than mere theoretical discourse. Research has identified the pivotal role of wellbeing in facilitating academic success, underscoring the significance of nurturing a balanced approach to student life, particularly within the realm of future health professionals. This pilot project sought to integrate wellness activities into the Diploma in Dental Hygiene Program at the University of Manitoba and evaluate students’ perception of the impact of these activities on their sense of well-being and school/life balance. Students, organized into groups of 5 to 7, engaged in half-day “Wellness Experiences” once per term (fall 2023 and winter 2024), choosing activities from a selection offered. In the fall term, 24 senior dental hygiene students participated in activities such as rock climbing and dog therapy, while in the winter term, 26 junior students engaged in activities such as pottery painting and board games. Faculty participation ensured the smooth execution of each experience. Postactivity surveys gauged students’ pre- and post-experience well-being and its influence on their school/life balance. Of the 37 respondents (from the 50 project participants), over 80% initially reported moderate to extreme stress, which decreased significantly post-activity, with 70% indicating a shift from no stress to only mild stress. The majority (over 80%) found the experience positive and advocated for its integration into the curriculum. Students expressed gratitude, noting improved overall well-being. The “Wellness Experience” exemplifies the integration of attentiveness to practitioner health of self into health professional curricula. Future oral health professionals must recognize that cultivating a proactive approach to well-being is paramount. It necessitates a departure from a reactive, disease-centric paradigm towards one that prioritizes holistic health promotion. Aligning with the Okanagan Charter Calls to Action, this entails embedding health consciousness into all university dimensions, imparting resources to the students, and recognizing selfcare’s educational significance.

Over the past couple of decades, there has been a focus on holistic care that highlights the struggles faced by vulnerable populations and those who are victims of trauma. The purpose of this systematic review was to summarize current research on the effectiveness of traumainformed care (TIC) in oral health care settings and to evaluate the use of TIC methodologies in general practice settings. Health inequities are prevalent throughout the world, and for those with complex post-traumatic stress disorder (PTSD) or a history of trauma, specialist care is not always easily accessible. A literature search was conducted in Scopus, PubMed/Medline, Web of Science, UBC, and Google Scholar to identify studies that explored the use of trauma-informed care for decreasing anxiety and treating patients with a history of trauma in health and oral health environments. Themes found throughout the literature included trauma screening/opportunity to disclose, identifying triggers, building a safe relationship, and the choice and control of the patient. These themes were explored and methodologies to use trauma-informed care were included. Research shows promise in the efficacy of TIC in an oral health care setting, as well as in other aspects of health care. There are further opportunities for research to evaluate a consistent TIC methodology, to see if there can be set standards for each patient, or if a unique, patient-centred approach is the best way forward.