Implementing a Community-based Oral Health Care Program: Lessons Learned
Article first published online: 1 MAY 2007
Journal of Public Health Dentistry
Volume 63, Issue 4, pages 240–243, December 2003
How to Cite
Diamond, R., Litwak, E., Marshall, S. and Diamond, A. (2003), Implementing a Community-based Oral Health Care Program: Lessons Learned. Journal of Public Health Dentistry, 63: 240–243. doi: 10.1111/j.1752-7325.2003.tb03506.x
- Issue published online: 1 MAY 2007
- Article first published online: 1 MAY 2007
- Manuscript received: 6/4/02; returned to authors for revision: 7/26/02; final version accepted for publication: 1/22/03.
- school health services;
- community dentistry;
- community networks;
- Hispanic Americans;
- dental care;
- health services accessibility
Objectives: The objective of this paper is to report key findings of a process evaluation that may be useful to other institutions seeking to implement a community-based oral health care program primarily targeting children in dentally underserved communities. By partnering with community-based organizations, public schools, and community health care providers, the Columbia University School of Oral and Dental Surgery (SDOS) established the Community DentCare Network (DentCare) in the Harlem and Washington Heights/lnwood neighborhoods of northern Manhattan. These low-income neighborhoods are characterized by poor oral health and have been designated by the federal government as health professions shortage areas. Methods: The method used in the process evaluation was open-ended qualitative interviewing by a sociologist with extensive experience in this methodology aided by a participant-observer within the DentCare program. Results: The heterogeneity of the two communities required different strategies and resources to gain trust and acceptance. Fundamental changes were required of SDOS over a 10-year period, beginning with prioritizing community service into a primary mission. Collaborating with medical clinics facilitated the implementation of the network when the partners shared the same philosophical goals. Faculty and staff with different skills were needed during the start-up and the sustained development phases of the program.