Peer-reviewed article

Service learning in dental education: enhancing student competence through an oral health training programme for children with autism spectrum disorder.

Cao Y, Pang L, Meng W, Tao Y, Yu L et al. · 6 Jun 2026

Abstract

Background Service learning integrates community service with academic instruction, fostering reflective practice and enhancing professional competencies. In dental education, traditional curricula often emphasize technical skills over humanistic care, particularly for vulnerable populations such as children with autism spectrum disorder (ASD). This study designed and evaluated a structured service learning programme to explore its association with changes in dental students' oral health knowledge, self-efficacy, and professional attitudes toward serving children, especially those with ASD. Methods In 2025, 102 fourth-year dental students participated in a single-group pretest-posttest study of a service learning programme focused on oral health for children with ASD. The programme included six modules: theoretical training, field investigation, data analysis, report writing, the development of educational materials, and health education delivery. Pre- and post-programme assessments measured changes in knowledge, self-efficacy, and professional attitudes via a 9-item knowledge test, a 6-item 5-point Likert scale, and a 6-item self-rated scale (0-100), respectively. Course feedback was collected via four dichotomous items. Statistical analyses included generalized estimating equations for knowledge test scores, Wilcoxon signed-rank tests for Attitudes and willingness, and paired t-tests for self-efficacy scores; a two-tailed p < 0.05 was considered statistically significant. Results Significant improvements were observed in students' knowledge (correct understanding of Community periodontal index (CPI) probing increased from 65.7% to 92.9% (rate difference = 27.3%, 95%CI: 16.5 to 38.1, p < 0.001), self-efficacy (understanding of ASD oral hygiene rose from 32.27 ± 8.37 to 43.89 ± 2.73 (mean difference = 43.06, 95%CI: 37.01 to 49.12, p < 0.001), and professional empathy (93.5% of students reported enhanced empathy and responsibility). More than 87% of the students endorsed the expansion of this educational model. Conclusion Findings from this study suggest that service learning can be associated with the integration of knowledge, skills, and humanistic values in dental education. This model may help prepare students to address the oral health needs of underserved populations and may support the role transformation from learner to health advocate. Pending further validation with more rigorous designs, it offers a potential framework for training in special care dentistry.