From clinics to communities: a scoping review of interprofessional service-learning in undergraduate dental education
6 affiliations
- 1Department of Restorative Dentistry, Kulliyyah of Dentistry, International Islamic University Malaysia, Kuantan Campus, Kuantan, Pahang 25200 Malaysia
- 2National Teacher Training Center for the Health Professions, University of the Philippines Manila, Ermita, Metro Manila, 1000 Philippines
- 3Medical Education and Research Development Unit (MERDU), Faculty of Medicine, Universiti Malaya, Kuala Lumpur, 50603 Malaysia
- 4Department of Fundamental Dental and Medical Sciences, Kulliyyah of Dentistry, International Islamic University Malaysia, Kuantan Campus, Kuantan, Pahang 25200 Malaysia
- 5Department of Prosthodontics, Yonsei University College of Dentistry, Seoul, 03722 Republic of Korea
- 6Department of Prosthodontics, School of Dental Medicine, University of Pittsburgh, Pittsburgh, PA 15213 USA
Abstract
Background: Interprofessional service-learning (IPSL) combines community-based experiential learning with interprofessional education (IPE), fostering collaborative competencies and civic responsibility among students. Despite growing interest, the integration of service-learning and IPE in undergraduate dental curricula remains underexplored.
Methods: This scoping review was conducted using the Arksey and O’Malley framework and refined by Levac et al., adhering to the PRISMA-ScR guidelines. Several electronic databases (PubMed, Scopus, Web of Science, EBSCO, and EMBASE) were searched from 1960 to March 2025 using a combination of controlled vocabulary and free-text terms. Manual searching of reference lists and grey literature through Google Scholar and institutional repositories supplemented the database searches. Screening and data extraction were conducted by two independent reviewers based on pre-defined inclusion and exclusion criteria. Thematic synthesis was used to analyse and categorise the findings qualitatively.
Results: From 1422 records, 11 eligible studies published between 2015 and 2023 were included. Most studies were conducted in the United States, with one from Canada. IPSL interventions occurred in diverse settings, including refugee shelters, rural clinics, prisons, and global health contexts. Dental students engaged with disciplines such as medicine, nursing, pharmacy, public health, social work, law and others. Key themes included ‘Implementation Contexts and Interprofessional Partnerships’, ‘Oral Health Promotion and Prevention’, ‘Oral Health Literacy Outcomes’, ‘Reflective Learning’, and ‘Student Perceptions and Attitudes’.
Conclusion: IPSL is an impactful educational strategy for dental students, promoting both clinical and interprofessional development. Future programmes should include structured preparatory training and longitudinal assessment to sustain learning outcomes and enhance the reach of IPSL globally.
Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-09826-z.
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BibTeX
@article{lin2026from,
title = {{From clinics to communities: a scoping review of interprofessional service-learning in undergraduate dental education}},
author = {Galvin Sim Siang Lin and Monica H. Walet and Chan Choong Foong and Widya Lestari and Jong-Eun Kim and Cortino Sukotjo},
journal = {BMC Medical Education},
year = {2026},
month = jun,
doi = {10.1186/s12909-026-09826-z},
url = {https://doi.org/10.1186/s12909-026-09826-z},
note = {CC BY-NC-ND 4.0},
}
RIS
TY - JOUR
TI - From clinics to communities: a scoping review of interprofessional service-learning in undergraduate dental education
AU - Galvin Sim Siang Lin
AU - Monica H. Walet
AU - Chan Choong Foong
AU - Widya Lestari
AU - Jong-Eun Kim
AU - Cortino Sukotjo
PY - 2026
DA - 2026/06/29
JO - BMC Medical Education
DO - 10.1186/s12909-026-09826-z
UR - https://doi.org/10.1186/s12909-026-09826-z
AB - Background: Interprofessional service-learning (IPSL) combines community-based experiential learning with interprofessional education (IPE), fostering collaborative competencies and civic responsibility among students. Despite growing interest, the integration of service-learning and IPE in undergraduate dental curricula remains underexplored. Methods: This scoping review was conducted using the Arksey and O’Malley framework and refined by Levac et al., adhering to the PRISMA-ScR guidelines. Several electronic databases (PubMed, Scopus, Web of Science, EBSCO, and EMBASE) were searched from 1960 to March 2025 using a combination of controlled vocabulary and free-text terms. Manual searching of reference lists and grey literature through Google Scholar and institutional repositories supplemented the database searches. Screening and data extraction were conducted by two independent reviewers based on pre-defined inclusion and exclusion criteria. Thematic synthesis was used to analyse and categorise the findings qualitatively. Results: From 1422 records, 11 eligible studies published between 2015 and 2023 were included. Most studies were conducted in the United States, with one from Canada. IPSL interventions occurred in diverse settings, including refugee shelters, rural clinics, prisons, and global health contexts. Dental students engaged with disciplines such as medicine, nursing, pharmacy, public health, social work, law and others. Key themes included ‘Implementation Contexts and Interprofessional Partnerships’, ‘Oral Health Promotion and Prevention’, ‘Oral Health Literacy Outcomes’, ‘Reflective Learning’, and ‘Student Perceptions and Attitudes’. Conclusion: IPSL is an impactful educational strategy for dental students, promoting both clinical and interprofessional development. Future programmes should include structured preparatory training and longitudinal assessment to sustain learning outcomes and enhance the reach of IPSL globally. Supplementary Information: The online version contains supplementary material available at https://doi.org/10.1186/s12909-026-09826-z.
SN - 1472-6920
ER -