Background: The demand for more flexible and person-centered models of oral healthcare delivery is increasing and while mobile and domiciliary dental services have the potential to increase access to oral healthcare among dependent elderly and people with disabilities; the uptake of this service model by dentists remains low. Therefore, the aim of this study was to understand how existing domiciliary dental services operate within a particular context.Methods: We used a qualitative descriptive multiple case study design. We studied three independent domiciliary dentistry clinics in the province of Quebec, Canada. We completed observations of 27 domiciliary visits, four of which were in private homes and the remaining 23 in LTCFs. We also conducted semi-structured interviews with dental professionals, patients, and caregivers. We performed a qualitative content analysis using a deductive/inductive coding framework.Results: We presented a detailed description of the physical and service features of the studied cases. Physical features included the set-up of the mobile clinics, the portable equipment used, and the domiciliary locations of visits. For service features, we described the roles, attitudes, and interactions among those involved on both the providers’ and recipients’ sides, as well as, the logistical and financial aspect of the domiciliary dental services.Conclusions: Despite variations in setup and years of practice, the three mobile clinics had similar physical and service features. They also faced common logistic challenges but were able to provide services and respond to the high demand for domiciliary dental services. Additional research in different contexts would further contribute to building evidence-based models to help increase the uptake of this type of practice by current and future dental professionals.

During the COVID-19 pandemic, teledentistry was suggested as a cost-effective and promising approach to improve access to oral health care. In response, Canadian provincial and territorial dental regulatory authorities (DRAs) published teledentistry-related clinical practice guidances (TCPGs). However, an in-depth comparison between them is needed to understand their gaps and commonalities so as to inform research, practice, and policy. This review aimed to provide a comprehensive analysis of TCPGs published by Canadian DRAs during the pandemic. A critical comparative analysis of these TCPGs published between March 2020 and September 2022 was conducted. Two members of the review team screened the official websites of dental regulatory authorities (DRAs) to identify TCPGs and performed data extraction. Among Canada’s 13 provinces and territories, only four TCPGs were published during the relevant time period. There were some similarities and differences in these TCPGs, and we identified gaps pertaining to communication tools and platforms, and measures to safeguard patients’ privacy and confidentiality. The insights from this critical comparative analysis and the unified workflow on teledentistry can aid DRAs in their development of new or an improvement to existing TCPGs or the development of nationwide TCP guidelines on teledentistry.

The aim of this pilot study was to develop a research design and refine data collection and analysis methods to examine moral experiences of children in an education context. We piloted two data collection methods: participant observation and one-on-one interviews in preschool classrooms and with school-aged children, respectively. Our thematic analysis revealed how children coconstruct their daily experiences in this particular context; when and how they resist rules; and what moral experiences may look like in preschool interactions and how they may be understood and expressed by school-aged children. We also discussed methodological reflections on rapport building and power dynamics within these research methods.

Purpose/Objectives: Motivational interviewing (MI) is an evidence‐based counseling approach that enhances behavior change by strengthening an individual's motivation. While MI research in dental education is growing, the scope of MI training programs has not been systematically examined. This review assesses the implementation of MI training in dentistry. Methodology: A scoping review followed the PRISMA‐ScR checklist and JBI manual for evidence synthesis. A systematic search (May 2023) using MeSH terms, keywords, and operators was conducted in Medline (Ovid), Embase (Ovid), CINAHL, PsycINFO (Ovid), Web of Science, and ProQuest. Articles were screened via Covidence, and data were extracted based on variables informed by the DoCTRINE framework. Results: Of 17 studies, 70.6% were US‐based, and 64.7% were published after 2010. MI training targeted dental hygiene and dentistry students (47% each) through lectures, role‐play, e‐learning, and workshops. Evaluations used pre–post questionnaires, recorded interactions, and tools like MITI, MISC, and OSCE. Training duration varied from single sessions (11.7%) to longitudinal programs (82.3%), enhancing students’ confidence, communication, and public health readiness. However, skill retention required ongoing reinforcement. Barriers included time constraints, patient resistance, and limited faculty support. High‐quality reporting (DoCTRINE score) was observed in 47% of studies. Conclusion: MI training enhances dental students’ communication and patient‐centered care. Long‐term skill retention requires continued practice, and hybrid instructional strategies can improve scalability. Faculty competency and structured longitudinal training are crucial for effective MI implementation.