Cultivating Professional Identity Through Community-Based Dental Education: A Qualitative Study

This study aimed to explore the role of community-based dental education (CBDE) in shaping professional identity (PI) among predoctoral dental education students at a newly established dental college.

Qualitative methods employing focus groups were used for data collection. A purposive sampling technique was used to recruit participants meeting predefined eligibility criteria. Separate focus groups were planned for each cohort, and the aim was to recruit 6-10 participants for each focus group. The study adopted a subject-centered sociocultural approach and thematic analysis to explore participants' experiences highlighting how CBDE may contribute to PI development in predoctoral dental education.

A total of 19 predoctoral dental students participated in three separate focus groups, comprising six students from Year 3, seven students from Year 4 and six students from Year 5. Deductive thematic analysis mapped CBDE activities across the four PI development dimensions: personal, clinical, interpersonal, and cultural. In the personal dimension, participants emphasized the role of self-confidence and self-reflection in their professional growth. The clinical dimension highlighted the development of decision-making and technical skills through direct patient interaction. The interpersonal dimension underscored the importance of mentorship and teamwork in improving communication and problem-solving skills. Exposure to diverse patients enhanced cultural competence, thus enabling tailored and sensitive care. CBDE supported all dimensions, facilitating PI development in predoctoral dental education.

CBDE plays a vital role in shaping PI by enhancing confidence, clinical expertise, decision-making, communication, and cultural competence. These experiences prepared students for the complexities of contemporary dental practice and diverse healthcare environments. Despite the benefits of CBDE, challenges such as close supervision, balancing outreach programs with academic demands, and addressing resource limitations in diverse settings were noted.