Learning Domains for Undergraduate Dental Behaviour Support: The BeSiDe Curriculum Learning Outcomes

Abstract

OBJECTIVES: Dental Behaviour Support (DBS) refers to informal and formal strategies and interventions that support patients' acceptance and experience of oral healthcare. DBS plays a crucial role, particularly for vulnerable groups, yet training across dental curricula remains inconsistent. This study developed evidence- and consensus-based domains of learning for undergraduate dental and allied professional education, which may also support continuing and postgraduate training in DBS. METHODS: A cross-sectional survey was conducted among members of the BeSiDe Network. Participants rated 43 DBS techniques for inclusion in a curriculum using a three-point Likert scale: critically important, important but not critical, and not important. They also identified the most relevant patient groups (children, older adults, people with disabilities, and individuals with dental anxiety) for each technique and categorized each by complexity (low, moderate, or high). Domains of learning were explored using sorting exercises and agreed upon at a consensus meeting. RESULTS: Thirty-nine techniques met the threshold for inclusion. Stop Signal, Person-Centred Communication, and Clinical Empathy ranked highest. Techniques varied by patient group. Final curriculum organization was structured around seven domains and based primarily on complexity (Low n = 21; Moderate n = 8; High n = 10) and secondarily on behavioural mechanisms (e.g., Stimulus control, Respondent conditioning). CONCLUSIONS: This study presents the first empirically informed, consensus-based set of learning domains to guide DBS curriculum design. Seven learning domains include Basic Concepts, Behavioural Foundations, Decision-Making, Low to High Complexity Techniques, and Practice-Based Skills. Guidance on delivery, assessment, and evaluation is under development to support implementation and improve patient outcomes.